This document provides guidance on writing a research report in sociology. It outlines the typical structure of a research report, which includes an abstract, introduction, literature review, methods section, results section, conclusions, and references. Each section is described in detail, with examples provided. The literature review discusses synthesizing previous research and establishing hypotheses. The methods section explains how to describe data collection and variables. The results section presents findings and evaluates hypotheses. Overall, the document emphasizes documenting claims, establishing the importance of research, and avoiding plagiarism.
This document provides guidance on writing a research report in sociology. It discusses the typical sections of a research report, including an abstract, introduction, literature review, methods section, results section, and references. The literature review covers previous research on the topic and may discuss theories. The methods section describes the data, variables, sample, and analysis techniques. The results section presents statistical findings and assesses hypotheses. Overall, the document emphasizes objectivity, citing sources, and structuring the report clearly and concisely to communicate findings to other researchers.
This document outlines the typical structure and components of a sociological research report, which includes an abstract, introduction, literature review, methods section, results section, conclusions and discussion, and references. The literature review discusses previous research and theories and can include hypotheses. The methods section describes the data collection and variables. The results section presents key findings from statistical analyses. The conclusions and discussion section evaluates the hypotheses and significance of the research.
The document discusses the key aspects of developing a research problem including defining the research problem as a question, selecting an appropriate topic, reviewing relevant literature, and properly citing sources. It provides examples of potential research questions and outlines the major steps in conducting a literature review such as searching for sources, taking notes, organizing findings, and citing references in APA or MLA style. The overall process of developing a research problem is presented as determining a question or issue to study, reviewing prior work on the topic, and properly attributing other researchers' work.
The document provides an overview of what constitutes a literature review. It defines a literature review as a systematic evaluation of published research on a topic that analyzes and synthesizes, not just summarizes, scholarly writings related to a research question. The document discusses the literature review process and includes examples of analyzing primary sources, secondary sources, and the structure of a literature review. It also covers avoiding plagiarism, the importance of literature reviews, when they are considered, and some reference websites for conducting a literature review.
What and How to Write in research PaperYasir Bashir
This document provides an overview of conducting literature reviews and the research process. It discusses key steps in the research process such as problem identification, reviewing literature, developing research questions and methodology. For literature reviews, it emphasizes that they should discuss published information on a topic and help identify gaps, theoretical frameworks and justify the need for research. The document also provides tips for writing literature reviews such as clarifying the topic, finding models, organizing sources thematically or chronologically, and considering provenance, objectivity and persuasiveness of sources.
The document provides guidance on conducting research through a systematic process. It discusses selecting an area and topic, developing research questions and hypotheses, designing a study, collecting and analyzing data, and publishing findings. It also covers different types of research like basic vs applied research and exploratory vs descriptive vs explanatory research. Additionally, it provides tips on doing a literature review by searching, evaluating, and analyzing previous studies on the topic to inform the research.
It will give detail idea about thesis/project. You will be benefited and well known for, which is suitable for you. It may give you opportunity to be skilled about completing your project/thesis.
Instructor:
• Dr. Md. Abdullah Al Humayun
Associate Professor, Eastern University
• Mr. Muhammad Mahfuz Hasan
Assistant Professor, Eastern University
This document provides guidance on writing a research report in sociology. It discusses the typical sections of a research report, including an abstract, introduction, literature review, methods section, results section, and references. The literature review covers previous research on the topic and may discuss theories. The methods section describes the data, variables, sample, and analysis techniques. The results section presents statistical findings and assesses hypotheses. Overall, the document emphasizes objectivity, citing sources, and structuring the report clearly and concisely to communicate findings to other researchers.
This document outlines the typical structure and components of a sociological research report, which includes an abstract, introduction, literature review, methods section, results section, conclusions and discussion, and references. The literature review discusses previous research and theories and can include hypotheses. The methods section describes the data collection and variables. The results section presents key findings from statistical analyses. The conclusions and discussion section evaluates the hypotheses and significance of the research.
The document discusses the key aspects of developing a research problem including defining the research problem as a question, selecting an appropriate topic, reviewing relevant literature, and properly citing sources. It provides examples of potential research questions and outlines the major steps in conducting a literature review such as searching for sources, taking notes, organizing findings, and citing references in APA or MLA style. The overall process of developing a research problem is presented as determining a question or issue to study, reviewing prior work on the topic, and properly attributing other researchers' work.
The document provides an overview of what constitutes a literature review. It defines a literature review as a systematic evaluation of published research on a topic that analyzes and synthesizes, not just summarizes, scholarly writings related to a research question. The document discusses the literature review process and includes examples of analyzing primary sources, secondary sources, and the structure of a literature review. It also covers avoiding plagiarism, the importance of literature reviews, when they are considered, and some reference websites for conducting a literature review.
What and How to Write in research PaperYasir Bashir
This document provides an overview of conducting literature reviews and the research process. It discusses key steps in the research process such as problem identification, reviewing literature, developing research questions and methodology. For literature reviews, it emphasizes that they should discuss published information on a topic and help identify gaps, theoretical frameworks and justify the need for research. The document also provides tips for writing literature reviews such as clarifying the topic, finding models, organizing sources thematically or chronologically, and considering provenance, objectivity and persuasiveness of sources.
The document provides guidance on conducting research through a systematic process. It discusses selecting an area and topic, developing research questions and hypotheses, designing a study, collecting and analyzing data, and publishing findings. It also covers different types of research like basic vs applied research and exploratory vs descriptive vs explanatory research. Additionally, it provides tips on doing a literature review by searching, evaluating, and analyzing previous studies on the topic to inform the research.
It will give detail idea about thesis/project. You will be benefited and well known for, which is suitable for you. It may give you opportunity to be skilled about completing your project/thesis.
Instructor:
• Dr. Md. Abdullah Al Humayun
Associate Professor, Eastern University
• Mr. Muhammad Mahfuz Hasan
Assistant Professor, Eastern University
This document provides guidance on conducting scientific research. It discusses selecting an area and topic for research, developing a research question, conducting a literature review, formulating goals and objectives, and developing a hypothesis.
The key steps outlined are: 1) selecting an area of interest and topic based on relevance, resources, and need; 2) developing a clear, answerable research question that has not been addressed; 3) conducting a thorough literature review to understand previous work and prevent duplication; 4) establishing goals in broad terms and specific, measurable objectives; and 5) translating the research question into a testable hypothesis about the relationship between variables. Following these systematic steps is crucial for rigorous research.
What is an annotated bibliography? For student nurses Holly Singleton
An annotated bibliography includes citations to books, articles, and other sources, along with an evaluative description for each citation called an annotation. The purpose of annotations is to inform readers of the relevance, accuracy, and quality of the cited sources. When assessing journal articles for an annotated bibliography, students should consider factors like the author's credentials, when the article was published, the intended audience, and research methods used. Help is available from information skills advisers if students need assistance searching for additional sources or correctly formatting references.
An annotated bibliography includes:
1) A list of citations for resources on a topic
2) Annotations that provide an evaluative description for each citation to inform readers of the relevance, accuracy, and quality of the sources
Annotations should summarize topics and main arguments, assess the source, and reflect on the point of view, accuracy, currency and how helpful the source is. When assessing journal articles, one should consider factors like the author's credentials, when the article was published, the intended audience, and research methods used. Databases and the library website can help find additional sources to support ideas or use as evidence. Sources need to be properly referenced following styles like Harvard referencing. Students should seek help from information skills
The document discusses undertaking literature reviews for research projects. It notes that literature reviews are often weak aspects of student work due to insufficient time and poor execution. It emphasizes the importance of literature reviews for situating a research topic within a field of existing knowledge and avoiding unintentional plagiarism. The document outlines the process of conducting a systematic literature review, including defining the research topic, identifying relevant search terms, searching academic databases, and collating sources. It stresses evaluating sources based on type and reviewing hierarchy to ensure the use of appropriate academic texts.
The document provides an overview of what constitutes a literature review and guidance on how to conduct one. It defines different types of literature reviews such as systematic, historical, integrative, and argumentative reviews. Key aspects that are discussed include searching for and evaluating primary and secondary sources; identifying major ideas, debates and gaps in existing research; and avoiding common pitfalls like failing to critically analyze sources or relate them to the research problem. Stages of conducting a literature review involving problem formulation, searching literature, data evaluation, and analysis/interpretation are also outlined.
This document provides an overview of how to conduct a literature review. It defines a literature review as an organized written presentation that summarizes and synthesizes previous research on a topic. The purposes of a literature review are outlined, including identifying what is already known about a research problem and finding gaps that can become new research questions. Primary sources like original research and secondary sources like textbooks are described. The document discusses searching literature sources, evaluating and organizing studies, and structuring the literature review with an introduction, body, and conclusion.
This document provides guidance on conducting and writing a literature review. It discusses the purpose of a literature review in analyzing and critically evaluating previous research on a topic. The document offers tips for finding relevant sources, narrowing a topic, developing a thesis statement, and organizing a literature review. It provides direction on what to include in writing a literature review such as summarizing previous findings, identifying gaps, and making recommendations for further research.
The document provides guidance on how to write a review of related literature. It explains that a literature review gives an overview of previous writings on a research topic and identifies key elements to include, such as background knowledge, relevant theories, data, and study results. It outlines a five-step process for conducting a literature review: searching for sources, evaluating sources, identifying themes, outlining a structure, and writing the review. The document emphasizes synthesizing, analyzing, and critically evaluating sources, and connecting the literature to the researcher's own work.
This document provides guidance on various aspects of publishing a scientific research article, including deciding what to publish, identifying an appropriate target journal, following the journal's submission instructions, understanding the peer review and decision process, revising papers, and addressing editor and reviewer queries. It also discusses ethical publishing practices and parts of a research paper such as the introduction, methods, results, and discussion sections. Key steps in writing and publishing a research paper are outlined.
This document provides guidance on various aspects of publishing a scientific research article, including deciding what to publish, identifying an appropriate target journal, following the journal's submission instructions, understanding the peer review and decision process, revising papers, and addressing editor and reviewer queries. It also discusses ethical publishing practices and parts of a research paper such as the introduction, methods, results, and discussion sections. Key steps in writing and publishing a research paper are outlined.
3. lecture 3 literature review & analytical framework developmentCông Nguyễn
This document provides guidance on conducting a literature review. It outlines the purpose of a literature review as demonstrating knowledge of current research and identifying gaps to justify new research. An effective literature review adopts a critical perspective, evaluates sources, and develops a clear argument through synthesis rather than just reporting on individual studies. It should draw from a wide range of academic literature and other sources, while avoiding plagiarism. The document provides tips for structuring, writing and referencing a literature review to meet assessment criteria.
This document provides guidance on writing a scientific literature review. It begins by defining a scientific literature review as a critical account of published research on a topic. It then discusses the purpose of literature reviews in communicating and advancing scientific knowledge. The key elements of a coherent literature review are described as having a clear scope, providing a range of research while critically analyzing and identifying areas needing further research. The document provides tips for writing scientifically with precision, clarity and objectivity. It outlines a four stage process for reviewing literature including problem formulation, searching, critical analysis and evaluation. Guidance is given on structuring reviews with introduction, main body and conclusion sections.
According to W.R. Borg
“The literature of any field forms the foundation upon which all future will be built. If we fail to build the foundation of knowledge provided by the review of literature our work is likely to be shallow and naïve and will often duplicate work that has already been done better by someone else”
The document outlines the typical structure of a research report, which consists of 7 components: 1) Abstract, 2) Introduction, 3) Literature Review, 4) Methods, 5) Results, 6) Conclusions, and 7) References. Each section serves a specific purpose, such as the abstract summarizing the main points, the introduction providing context and importance, the literature review summarizing prior research, and the methods, results, and conclusions sections describing the study. Proper formatting and inclusion of all relevant components is important for a high-quality research report.
The document provides guidance on what constitutes a literature review and how to conduct one. It defines a literature review as an evaluation and synthesis of previous scholarly work on a topic. It emphasizes that a literature review is not just a summary of sources but should critically analyze and integrate them to avoid bias. It outlines key purposes such as identifying gaps and avoiding duplicating past work. The document provides questions researchers should ask themselves to properly scope their review and critically evaluate sources. It stresses the literature review should be organized around the research question and identify areas of agreement, controversy and need for further work.
The document provides guidance on conducting a literature survey or review. It discusses defining literature and the objectives of a literature survey, which include gaining an understanding of the fundamentals and state-of-the-art in an area and discovering research topics based on existing research. The document outlines the main elements of a literature survey, including reviewing previous research, identifying gaps, and justifying how the present research will address gaps. It also provides tips on writing the literature survey, such as summarizing key findings and conclusions of sources. Finally, it discusses strategies for conducting an effective literature search, including refining topics and choosing appropriate databases.
The document provides guidance on crafting a literature review. It defines a literature review as a discussion of research in an area that leads to a research question. It notes literature reviews should be informative, evaluative, and integrative. The purpose is to map the research topic, contextualize it in current literature, and justify the research question. The process involves finding, managing, critiquing, and writing about relevant sources. Tips are provided such as identifying consensus/divergence and using specific details to persuade the reader.
Research methodology for research in englishAbha Pandey
This document provides an overview of research methodology for research in English literature. It discusses the meaning of research, objectives of research, types of research approaches, and significance of research. It also examines various research methods and outlines the typical research process from formulating the research problem to preparing the final research report. Key aspects covered include reviewing relevant literature, developing hypotheses, designing the research, collecting and analyzing data, and testing hypotheses. Literary research methods are also distinguished from those used in social sciences.
The document provides guidance on conducting an effective literature review. It defines a literature review as a written overview of major writings on a selected topic, including scholarly articles, books, reports, and websites. The purpose is to understand what others have researched on the topic, identify inconsistencies and gaps, and justify further research. The literature review should include an objective, topic overview, categorization of sources, discussion of source similarities and differences, and identify relationships between works. Sources should be evaluated based on author expertise, evidence supporting arguments, consideration of opposing viewpoints, and contribution to understanding the topic.
This document provides guidance on developing a research proposal, including key components and considerations. It discusses defining a research problem and knowledge gap, justifying the study, conducting a literature review, developing research questions and objectives, describing methodology, and addressing ethical concerns. The main components of a research proposal are outlined as the title, introduction, methodology, timeframe, dissemination plan, and references. Developing a clear problem statement and knowledge gap to address in the introduction is emphasized.
Language Programs and Policies in Multilingual Societies.pptxSyedNadeemAbbas6
This document discusses various sociolinguistic concepts including what sociolinguistics is, bilingualism, language change, language shift, code switching, language death, language revival, standard languages, vernacular languages, national languages, official languages, pidgins, regional dialects, and social dialects. It defines each concept and provides examples to illustrate key aspects. The document is intended to serve as an overview of important sociolinguistic concepts for understanding language use within societies.
The document provides an overview of the key features of connected speech presented to an audience. It introduces assimilation, rhythm, juncture, informal contractions, and other features. It defines assimilation as the alteration of sounds due to neighboring sounds. It describes stress-timed and syllable-timed rhythm and gives examples. It defines juncture as the relationship between consecutive sounds and the types of junctures. It also discusses informal contractions commonly used in casual speech like "gonna" and "wanna".
This document provides guidance on conducting scientific research. It discusses selecting an area and topic for research, developing a research question, conducting a literature review, formulating goals and objectives, and developing a hypothesis.
The key steps outlined are: 1) selecting an area of interest and topic based on relevance, resources, and need; 2) developing a clear, answerable research question that has not been addressed; 3) conducting a thorough literature review to understand previous work and prevent duplication; 4) establishing goals in broad terms and specific, measurable objectives; and 5) translating the research question into a testable hypothesis about the relationship between variables. Following these systematic steps is crucial for rigorous research.
What is an annotated bibliography? For student nurses Holly Singleton
An annotated bibliography includes citations to books, articles, and other sources, along with an evaluative description for each citation called an annotation. The purpose of annotations is to inform readers of the relevance, accuracy, and quality of the cited sources. When assessing journal articles for an annotated bibliography, students should consider factors like the author's credentials, when the article was published, the intended audience, and research methods used. Help is available from information skills advisers if students need assistance searching for additional sources or correctly formatting references.
An annotated bibliography includes:
1) A list of citations for resources on a topic
2) Annotations that provide an evaluative description for each citation to inform readers of the relevance, accuracy, and quality of the sources
Annotations should summarize topics and main arguments, assess the source, and reflect on the point of view, accuracy, currency and how helpful the source is. When assessing journal articles, one should consider factors like the author's credentials, when the article was published, the intended audience, and research methods used. Databases and the library website can help find additional sources to support ideas or use as evidence. Sources need to be properly referenced following styles like Harvard referencing. Students should seek help from information skills
The document discusses undertaking literature reviews for research projects. It notes that literature reviews are often weak aspects of student work due to insufficient time and poor execution. It emphasizes the importance of literature reviews for situating a research topic within a field of existing knowledge and avoiding unintentional plagiarism. The document outlines the process of conducting a systematic literature review, including defining the research topic, identifying relevant search terms, searching academic databases, and collating sources. It stresses evaluating sources based on type and reviewing hierarchy to ensure the use of appropriate academic texts.
The document provides an overview of what constitutes a literature review and guidance on how to conduct one. It defines different types of literature reviews such as systematic, historical, integrative, and argumentative reviews. Key aspects that are discussed include searching for and evaluating primary and secondary sources; identifying major ideas, debates and gaps in existing research; and avoiding common pitfalls like failing to critically analyze sources or relate them to the research problem. Stages of conducting a literature review involving problem formulation, searching literature, data evaluation, and analysis/interpretation are also outlined.
This document provides an overview of how to conduct a literature review. It defines a literature review as an organized written presentation that summarizes and synthesizes previous research on a topic. The purposes of a literature review are outlined, including identifying what is already known about a research problem and finding gaps that can become new research questions. Primary sources like original research and secondary sources like textbooks are described. The document discusses searching literature sources, evaluating and organizing studies, and structuring the literature review with an introduction, body, and conclusion.
This document provides guidance on conducting and writing a literature review. It discusses the purpose of a literature review in analyzing and critically evaluating previous research on a topic. The document offers tips for finding relevant sources, narrowing a topic, developing a thesis statement, and organizing a literature review. It provides direction on what to include in writing a literature review such as summarizing previous findings, identifying gaps, and making recommendations for further research.
The document provides guidance on how to write a review of related literature. It explains that a literature review gives an overview of previous writings on a research topic and identifies key elements to include, such as background knowledge, relevant theories, data, and study results. It outlines a five-step process for conducting a literature review: searching for sources, evaluating sources, identifying themes, outlining a structure, and writing the review. The document emphasizes synthesizing, analyzing, and critically evaluating sources, and connecting the literature to the researcher's own work.
This document provides guidance on various aspects of publishing a scientific research article, including deciding what to publish, identifying an appropriate target journal, following the journal's submission instructions, understanding the peer review and decision process, revising papers, and addressing editor and reviewer queries. It also discusses ethical publishing practices and parts of a research paper such as the introduction, methods, results, and discussion sections. Key steps in writing and publishing a research paper are outlined.
This document provides guidance on various aspects of publishing a scientific research article, including deciding what to publish, identifying an appropriate target journal, following the journal's submission instructions, understanding the peer review and decision process, revising papers, and addressing editor and reviewer queries. It also discusses ethical publishing practices and parts of a research paper such as the introduction, methods, results, and discussion sections. Key steps in writing and publishing a research paper are outlined.
3. lecture 3 literature review & analytical framework developmentCông Nguyễn
This document provides guidance on conducting a literature review. It outlines the purpose of a literature review as demonstrating knowledge of current research and identifying gaps to justify new research. An effective literature review adopts a critical perspective, evaluates sources, and develops a clear argument through synthesis rather than just reporting on individual studies. It should draw from a wide range of academic literature and other sources, while avoiding plagiarism. The document provides tips for structuring, writing and referencing a literature review to meet assessment criteria.
This document provides guidance on writing a scientific literature review. It begins by defining a scientific literature review as a critical account of published research on a topic. It then discusses the purpose of literature reviews in communicating and advancing scientific knowledge. The key elements of a coherent literature review are described as having a clear scope, providing a range of research while critically analyzing and identifying areas needing further research. The document provides tips for writing scientifically with precision, clarity and objectivity. It outlines a four stage process for reviewing literature including problem formulation, searching, critical analysis and evaluation. Guidance is given on structuring reviews with introduction, main body and conclusion sections.
According to W.R. Borg
“The literature of any field forms the foundation upon which all future will be built. If we fail to build the foundation of knowledge provided by the review of literature our work is likely to be shallow and naïve and will often duplicate work that has already been done better by someone else”
The document outlines the typical structure of a research report, which consists of 7 components: 1) Abstract, 2) Introduction, 3) Literature Review, 4) Methods, 5) Results, 6) Conclusions, and 7) References. Each section serves a specific purpose, such as the abstract summarizing the main points, the introduction providing context and importance, the literature review summarizing prior research, and the methods, results, and conclusions sections describing the study. Proper formatting and inclusion of all relevant components is important for a high-quality research report.
The document provides guidance on what constitutes a literature review and how to conduct one. It defines a literature review as an evaluation and synthesis of previous scholarly work on a topic. It emphasizes that a literature review is not just a summary of sources but should critically analyze and integrate them to avoid bias. It outlines key purposes such as identifying gaps and avoiding duplicating past work. The document provides questions researchers should ask themselves to properly scope their review and critically evaluate sources. It stresses the literature review should be organized around the research question and identify areas of agreement, controversy and need for further work.
The document provides guidance on conducting a literature survey or review. It discusses defining literature and the objectives of a literature survey, which include gaining an understanding of the fundamentals and state-of-the-art in an area and discovering research topics based on existing research. The document outlines the main elements of a literature survey, including reviewing previous research, identifying gaps, and justifying how the present research will address gaps. It also provides tips on writing the literature survey, such as summarizing key findings and conclusions of sources. Finally, it discusses strategies for conducting an effective literature search, including refining topics and choosing appropriate databases.
The document provides guidance on crafting a literature review. It defines a literature review as a discussion of research in an area that leads to a research question. It notes literature reviews should be informative, evaluative, and integrative. The purpose is to map the research topic, contextualize it in current literature, and justify the research question. The process involves finding, managing, critiquing, and writing about relevant sources. Tips are provided such as identifying consensus/divergence and using specific details to persuade the reader.
Research methodology for research in englishAbha Pandey
This document provides an overview of research methodology for research in English literature. It discusses the meaning of research, objectives of research, types of research approaches, and significance of research. It also examines various research methods and outlines the typical research process from formulating the research problem to preparing the final research report. Key aspects covered include reviewing relevant literature, developing hypotheses, designing the research, collecting and analyzing data, and testing hypotheses. Literary research methods are also distinguished from those used in social sciences.
The document provides guidance on conducting an effective literature review. It defines a literature review as a written overview of major writings on a selected topic, including scholarly articles, books, reports, and websites. The purpose is to understand what others have researched on the topic, identify inconsistencies and gaps, and justify further research. The literature review should include an objective, topic overview, categorization of sources, discussion of source similarities and differences, and identify relationships between works. Sources should be evaluated based on author expertise, evidence supporting arguments, consideration of opposing viewpoints, and contribution to understanding the topic.
This document provides guidance on developing a research proposal, including key components and considerations. It discusses defining a research problem and knowledge gap, justifying the study, conducting a literature review, developing research questions and objectives, describing methodology, and addressing ethical concerns. The main components of a research proposal are outlined as the title, introduction, methodology, timeframe, dissemination plan, and references. Developing a clear problem statement and knowledge gap to address in the introduction is emphasized.
Language Programs and Policies in Multilingual Societies.pptxSyedNadeemAbbas6
This document discusses various sociolinguistic concepts including what sociolinguistics is, bilingualism, language change, language shift, code switching, language death, language revival, standard languages, vernacular languages, national languages, official languages, pidgins, regional dialects, and social dialects. It defines each concept and provides examples to illustrate key aspects. The document is intended to serve as an overview of important sociolinguistic concepts for understanding language use within societies.
The document provides an overview of the key features of connected speech presented to an audience. It introduces assimilation, rhythm, juncture, informal contractions, and other features. It defines assimilation as the alteration of sounds due to neighboring sounds. It describes stress-timed and syllable-timed rhythm and gives examples. It defines juncture as the relationship between consecutive sounds and the types of junctures. It also discusses informal contractions commonly used in casual speech like "gonna" and "wanna".
This document summarizes key differences between receptive skills like reading and listening, and productive skills like speaking and writing in language learning. It discusses factors that make reading texts easy or difficult and different reading approaches. It also outlines techniques for developing speaking skills, including controlled, guided and free activities. Key points for teaching productive skills are emphasized, such as the differences between accuracy and fluency activities, encouraging student interaction, and providing feedback. Guidelines are provided for planning and implementing free speaking activities and developing writing skills with attention to spelling, layout, punctuation and creative writing.
The document discusses different approaches for representing the meaning of language, including first-order predicate calculus, semantic networks, and frames. It examines requirements for meaning representations such as representing ambiguity, vagueness, and different types of meaning like events, time, and beliefs. Various meaning representation schemes are evaluated for their ability to determine truth, support inference, and answer questions based on linguistic input and background knowledge.
This document discusses Ferdinand de Saussure's model of the linguistic sign. It explains that for Saussure, a sign is composed of a signifier, the form that the sign takes, and a signified, the concept it represents. Saussure argued that signs only have meaning as part of a larger system of relationships between signs. The document also discusses how later theorists have developed and critiqued aspects of Saussure's model, such as giving more emphasis to the materiality of the signifier or challenging the clear distinction between signifier and signified. It provides context on Saussure's views and influence in the development of semiotic theory.
This document discusses receptive and productive language skills, specifically reading and speaking.
It provides information on reading skills such as skimming, scanning, intensive and extensive reading. It discusses factors that make reading texts easy or difficult and strategies to help students with reading.
For speaking skills, it discusses the differences between accuracy and fluency activities. It provides examples of controlled, guided and free speaking activities teachers can use. It also offers tips for encouraging students to speak in the classroom.
The document concludes by briefly touching on writing skills and noting similarities between teaching writing and speaking, such as the importance of planning, layout, punctuation and creative activities.
Language comprehension involves 5 steps: 1) differentiating speech sounds, 2) recognizing words, 3) activating syntactic and semantic properties of words, 4) building a grammatical structure, and 5) interpreting the structure. Building grammatical structure is necessary because meaning depends on word arrangements. Parsing algorithms like wait-and-see, parallelism, and conservative guessing are used, and make initial attachment decisions based on principles like minimal attachment and late closure. Neurological evidence from event-related potentials supports the independence of syntactic and semantic processing, though their timing may overlap behaviorally.
Left hemisphere is language dominant for 90% of subjects. Damage to Broca's area in the left frontal lobe impairs speech production, causing difficulties finding words and grammatical errors in telegraphic speech. Damage to Wernicke's area in the left temporal lobe or connections between these areas causes receptive aphasias like Wernicke's aphasia or conduction aphasia, impairing speech comprehension. Anomic aphasia from left temporal lobe damage causes difficulty recalling words but fluent speech.
This document discusses stress in English pronunciation. It defines stress as the degree of force used to pronounce a syllable. Stressed syllables are pronounced with more force than unstressed syllables. The key aspects that make a syllable prominent, or stressed, are loudness, length, pitch, and vowel sound. English words can have primary, secondary, or no stress on their syllables. The placement of stress in words is complex and depends on factors like the number of syllables, word class, affixes, and phonological structure. General rules are provided for stress patterns in two-syllable and three-syllable words of different word classes. Stress can also shift between related words of different classes, like nou
Phonetics is the study of human speech sounds, how they are produced, transmitted, and perceived, while phonology focuses on the sound system and rules of a particular language. There are three main branches of phonetics: articulatory phonetics examines speech production in the vocal tract, acoustic phonetics studies the physical properties of sounds, and auditory phonetics investigates sound perception. Phonology deals with the organization and permissible combinations of sounds within a language's system. It has two types: segmental phonology considers individual speech sounds, and suprasegmental phonology examines features like stress, rhythm, and intonation that extend over multiple sounds.
This document discusses English diphthongs, including centering diphthongs like /iə/, /eə/, /uə/ and closing diphthongs like /ei/, /ai/, /ɔi/, /əʊ/, /aʊ/. It provides phonetic transcriptions and example words for each diphthong. It also includes pair work, sentences, and dialogues practicing the pronunciation of words containing these diphthongs.
This document discusses different types of syllabi in language teaching. It describes the differences between syllabi and curriculum, with syllabi being more limited in scope. There are two main types of syllabi: product-oriented and process-oriented. Product syllabi focus on the end knowledge and skills, while process syllabi focus on the learning experiences. Syllabi can also be synthetic or analytic - synthetic separate language into parts while analytic treat it holistically. Finally, there are Type A and Type B syllabi, with Type A being authority-driven and product focused, while Type B are needs-based and process focused. A good syllabus incorporates elements of both synthetic and analytic as well as Type A and B approaches.
This document discusses error analysis in second language acquisition. It defines error analysis as the investigation of errors made by second language learners. The document outlines Corder's model for error analysis, which includes collecting samples of learner language, identifying and classifying errors, explaining error sources, and evaluating errors. Sources of errors are categorized as interlingual or intralingual transfer. Interlingual errors stem from the influence of the learner's first language, while intralingual errors are developmental and reflect difficulties with the target language itself. Error analysis provides insights into the language acquisition process and helps teachers identify areas of difficulty for learners.
Ogden and Richards developed the semantic triangle model to explain the relationship between symbols, thoughts or references, and referents in communication. The semantic triangle illustrates that a symbol used in language evokes a thought or reference in the mind, which is then linked to a real-world referent. Misunderstandings can occur when the associations between symbols and referents are different for individuals. Ogden and Richards also developed definition theory to address ambiguity in language by providing context to clarify word meanings. Their theories aimed to understand how meaning is constructed and where miscommunications arise in the symbolic process of exchanging ideas through language.
Women's empowerment is a complex, multi-dimensional concept that involves economic, political, social, cultural, religious, personal, psychological and emotional elements. It is defined in many ways, but generally includes access to resources like land, money, credit, and employment, as well as representation in political bodies. Women's empowerment also involves freedom of choice, basic rights, education, health, mobility, and control over one's body and sexuality. The ultimate goals are gender equality and equity.
This document outlines Jazz's strategic pillars and programs for gender inclusion in information and communication technologies (ICT) in Pakistan. It discusses Jazz's initiatives to promote inclusive products, messaging, business operations and supply chains. It also describes Jazz's signature career development programs for women, including returnship and internship opportunities. Several of Jazz's partnership programs aimed at digital skills training, entrepreneurship and startups that target women are highlighted, such as their programs with TCF, UNDP, the National Incubation Center and others. Metrics on the reach and impact of these programs for women are provided. The document closes by outlining Jazz's new commitments to the Pakistan Telecommunication Authority to further promote gender inclusion in ICT through expanded training, events
This document discusses different types of sentences: simple, compound, complex, and compound-complex. It provides examples of each type and explains their key characteristics. A simple sentence contains one subject and one predicate. A compound sentence contains two or more independent clauses joined with coordinating conjunctions. A complex sentence contains one independent clause and one or more dependent clauses joined by subordinating conjunctions. A compound-complex sentence is a combination of the previous types. Exercises are included for the reader to identify each sentence structure.
This document discusses the major processes by which new words are formed in the English language. It describes the main processes as affixation, compounding, reduplication, and suppletion. Affixation involves adding prefixes or suffixes to existing morphemes. Compounding combines two or more words to form a new word. Reduplication duplicates all or part of a word. Suppletion changes the form of a word irregularly. Some minor word formation processes mentioned include acronyms, blending, and clipping.
Chapter 6 Slides-Language & cultural identity (1).pptxSyedNadeemAbbas6
This document discusses the relationship between language and cultural identity. It explains that language is connected to a person's sense of self and their membership in social groups. However, defining cultural groups can be difficult, as identities are complex and overlapping. Stereotypes about cultural groups are socially constructed. The document also examines how standard languages become tied to national identity and how linguistic imperialism can threaten cultural diversity.
This professional development event focused on working with international students. It included presentations by international students on their experiences, an exercise on the stages of cultural acclimation, and a Q&A session. Attendees also learned about the five stages of culture shock (honeymoon period, culture shock, first adjustment, mental isolation, and acceptance), how to identify and address culture bumps, keys to good communication like pronouncing names correctly and using silence, and common adjustment issues for international students. Handouts provided additional resources on intercultural communication.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
2. Writing a Research
Report
• Academic sociologists conduct research to
discover facts, truths, and explanations
about the social world.
• They write research reports to convey
theirs and others’ research findings.
• The point is to provide useful information
to others.
Library research refers to gathering information
that others have generated.
Primary research refers to generating information
through data collection, analysis, and reporting
findings.
3. Writing a Research
Report
• Sociologists’ articles, papers, or research
reports convey:
– Facts and/or theories others in the research
community generated (research reviews)
– Facts and/or theories the research community
generated and one’s own findings generated
from a research project (research article or
book)
– And rarely, only one’s findings generated from
a research project (applied research)
4. Writing a Research
Report
• A sociological article, paper, or report
generally covers only one important topic
of interest and conveys evidence and
interpretations of evidence.
• Research reports are NOT creative
writing, opinion pieces, poems, novels,
letters, musings, memoirs, or interesting
to read.
5. What do sociologists do?
• Answer People’s Questions
– How extensive is illicit immigration?
– Does the “welfare to work” program work?
• Describe social world
• Generate and test theories or
explanations about the social world
• Use sociological knowledge to guide
policies
7. Quantitative vs.
Qualitative
• Qualitative Research
– Designed to capture social life as participants
experience it
– Emphasis on subjective, meanings
• Quantitative Research
– Designed to measure social variables,
numerically
– Emphasis on numerical summaries and
interrelationship of phenomena
8. So when sociologists
write, they:
• State why the research is so important
sociologically.
• They only make claims that are backed
empirical evidence.
• They document carefully sources of ideas
and claims.
• They are extremely descriptive,
impersonal, and matter-of-fact.
9. Writing a Research
Report
• A sociological article, paper, or report generally takes a
structure or form that seems difficult but is intended to help
make reading it or using it for research quick and efficient.
• A research report has seven components:
1. Abstract or Summary
2. Introduction
3. Review of Literature
4. Methods
5. Results
6. Conclusions and Discussion
7. References
• Note: Qualitative research reports will vary from what is
presented here.
10. Writing a Research
Report
• A research report has seven components:
1. Abstract or Summary
The abstract or summary tells the reader very briefly
what the main points and findings of the paper are.
– This allows the reader to decide whether the paper is
useful to them.
– Get into the habit of reading only abstracts while
searching for papers that are relevant to your
research.
– Read the body of a paper only when you think it will be
useful to you.
12. Writing a Research
Report
• A research report has seven components:
2. Introduction
The introduction tells the reader what the
topic of the paper is in general terms, why
the topic is important, and what to expect in
the paper.
– Introductions should funnel from general
ideas to the specific topic of the paper
– Introductions are sometimes folded into
literature reviews
14. Writing a Research
Report
• A research report has seven components:
3. Review of Literature
The literature review tells the reader what other
researchers have discovered about the paper’s topic
or tells the reader about other research that is
relevant to the topic.
– A literature review should shape the way readers
think about a topic—it educates readers about what
the community of scholars says about a topic and its
surrounding issues.
– Often what students call a “research paper” is merely
a review of literature.
– Along the way it states facts and ideas about the
social world and supports those facts and ideas with
credit for where they came from.
15. Writing a Research
Report
• A research report has seven components:
3. Review of Literature
– If an idea cannot be substantiated by the community
of scholars, the literature review makes clear that the
author is speculating, and the logic of the speculation
is detailed.
– Irrelevant information is not discussed.
– The literature review has its own voice. The sources
of information are not extensively quoted or “copied
and pasted.” Instead, the author puts facts and ideas
into his or her own words while pointing out where the
information came from.
Think about how you tell family members about the
exciting things you learned in classes…or think about
how you discuss sociology at cocktail parties. You
make claims in you own words…you don’t quote word for
word or cut and paste what you learned.
16. Writing a Research
Report
• A research report has seven components:
3. Review of Literature
– Literature reviews have parenthetical citations
running throughout. These are part of a systematic
way to document where facts and ideas came from,
allowing the skeptical reader to look up anything that
is questionable.
Remember as a kid: “My Momma said…?”
Parenthetical citation is our way of substantiating
claims we made in our own words, without breaking our
flow.
– Each citation directs the reader to the references
where complete details on sources can be found.
– Citations consist of authors’ last names and the year
of publication. One finds complete information on
sources by looking up last names and dates in
alphabetized references—so there’s no need to put all
that information in the text.
17. Writing a Research
Report
• A research report has seven components:
3. Review of Literature
– We have conventions that allow the reader to figure out where
information is coming from.
In text, just pointing out where info came from:
• blah blah (Author Year) or (Lee 2004).
In text, where you quoted someone:
• “Quote quote” (Author Year: Pages) or (Lee 2004: 340).
In text, more than one source:
• (Author Year; Author Year) or (Lee 2004; Seymour & Hewitt 1997)
In text, if you want to use the author’s name in a sentence:
• Author (Year) says that… or Lee (2004) claims that girls…
Quoting a person and using their name:
• Author (Year: Pages) says, “Quote quote…” or Lee (2004: 341)
says, “Girls are more likely to…”
18. Writing a Research
Report
A research report has seven components:
3. Review of Literature—examples of citing
19. Writing a Research
Report
• A research report has seven components:
3. Review of Literature
– Note that if you want to explain why social events
occur as they do, you will use (and test) explanations
that have worked before. THESE EXPLANATIONS
ARE CALLED THEORIES.
• Most academic literature reviews have a guiding theory
that is used to:
– Frame (or help us understand) facts in the literature.
– Establish expectations (or hypotheses) for the research.
– Justify speculation when no evidence to justify an idea
exists in the literature.
• Sometimes the whole point of a research project is to:
– Determine whether a theory works
– Pit two or more theories against each other to see which
works better
20. Writing a Research
Report
• A research report has seven components:
3. Review of Literature
– Quantitative literature reviews typically end
with statements of:
• Exactly what the researcher’s specific topic is
• Research hypotheses
– For example:
“Men will have higher investment income than women
even when controlling for education.”
“Older Americans will oppose abortion for a woman
who doesn’t want her baby because she is poor.”
21. Writing a Research
Report
A research report has seven components:
3. Review of Literature—examples of hypotheses
22. Writing a Research
Report
• A research report has seven components:
4. Methods
A METHODS SECTION MUST CONTAIN:
– Descriptions of Data
• Think in terms of: “Who, What, When, Where, Why and How?”
• Target Population
• The Ways Data were Collected:
– Sampling
– Delivery Methods
• Response Rates
• Limitations of Data (Who is omitted, biases)
• Any analyses necessary to bolster claims the data are
appropriate
• Sample sizes through various decisions
– Such as:
» eliminating non-Christians from the sample
» using only white respondents
23. Writing a Research
Report
• A research report has seven components:
4. Methods
A METHODS SECTION MUST CONTAIN:
– Descriptions of Variables
• Statement of dependent and independent variables
• Names for the variables—make them intuitive!
• Word for word description of the questions.
(sociology differs from psychology and medicine
here)
• The ways variables are coded
24. Writing a Research
Report
• A research report has seven components:
4. Methods
A METHODS SECTION MUST CONTAIN:
– Manipulations of the variables or data
• For example:
– recoding income from 23 uneven intervals to five equivalent
categories
– removing non-citizens if studying voting patterns
– Reflection on Adequacy and strength of sample and
variables for generalizing to the target population
– The techniques that will be used to test your
hypotheses or research questions
26. Writing a Research
Report
• A research report has seven
components:
5. Results
The results section chronicles the
findings of the statistical analyses and
assesses whether your expectations
(hypotheses) were correct.
27. Writing a Research
Report
• A research report has seven components:
5. Results
The results section includes:
– Professional tables showing descriptive and inferential
statistics
– Narrative describing most relevant findings
– The narrative and tables are complementary.
• The narrative discusses ONLY VERY IMPORTANT
findings and refers to where information can be found in
the tables as different facts are discussed.
• The tables contain almost all statistical information so
that the author does not have to write a narrative for
every detail in the analysis.
28. Writing a Research
Report
• A research report has seven
components:
5. Results
The results section includes:
– Evaluations of the hypotheses. Were
the research hypotheses supported?
– Statements about new discoveries or
surprises encountered in the analyses
30. Writing a Research
Report
• A research report has seven components:
6. Conclusions and Discussion
This section assesses how one’s research
findings relate to what the community of
scholars knew already.
– You should summarize the most salient points
of your research (tell the reader what you
found out about your topic).
– Discuss the general significance of your topic
and findings.
31. Writing a Research
Report
• A research report has seven components:
6. Conclusions and Discussion
– You should discuss the shortcomings of your
study and what implications these have for
your findings.
– Discuss things future researchers should
investigate about your topic.
– Leave the reader with the understanding he
or she ought to have about the topic you
spent so much time exploring.
32. Writing a Research
Report
• A research report has seven components:
7. References
The references are just as important as any
other part of your paper. They are the link
to the community of scholars that will permit
your reader to assess the worthiness of the
claims you make in your paper. References
also make the research process much more
efficient because they make it very easy to
look up sources of facts and ideas.
33. Writing a Research
Report
• A research report has seven components:
7. References
Should be hanging indented, alphabetical on author’s last name (by
increasing year within same author) with information in order
determined by type of source:
Article
Last Name, first name. Year. “Article title.” Journal Name Volume: 1st
Page- Last Page.
Lee, James Daniel. 2005. “Do Girls Change More than Boys? Gender
Differences and Similarities in the Impact of New Relationships on
Identities and Behaviors.” Self and Identity 4:131-47.
Chapter
Last Name, first name. Year. “Chapter Name.” Pages in the book in Book
Name, edited by first name last name. City of Publisher: Publisher.
Book:
Last name, first name. Year. Book Name. City of Publisher: Publisher.
34. Writing a Research
Report
• A research report has seven components:
7. References
Should be hanging indented, alphabetical on author’s last
name (by increasing year within same author) with
information in order determined by type of source:
A website:
Last Name (if available), first name. Year (if available).
“Article or web page title.” Journal or Report Name
Volume (if available). http://address. Date accessed.
36. Writing a Research
Report
Some General Points
1. Make accurate sociological claims in your paper. Stake
out positions—a kind of, “I think I have the answer to
this issue,” position.
2. Cite facts to support your sociological claims.
3. If you can, use theories to support your sociological
claims.
4. Every declaration or “fact claim” must be cited or overtly
posed as speculation.
37. Writing a Research
Report
Some General Points
5. Anticipate your reader’s questions as you write:
A. help the reader understand why your topic is important
B. demonstrate to the reader that you adequately investigated
your topic
C. help them anticipate what you’ll say next—everything you say
should seem reasonable to say
6. While writing, keep thinking “The point is to (1) establish
hypotheses (2) describe how to test the hypotheses (3)
give results of tests, and (4) discuss what the reader
should believe about the world.”
38. Writing a Research
Report
Some General Points
7. There is no right answer in a research paper—Just
approximate representations of the truth that are closer
or further away from that truth.
– The truth is:
• From “Community of Scholars”:
What they said about your topic in the journals,
books, and other publications
• From you:
What your methods and analyses revealed about the
topic.
39. Writing a Research
Report
Finally…Avoiding Plagiarism
• What is it?
– All knowledge in your head has either been
copied from some place or originally
discovered by you.
– Most knowledge was copied.
– This is true in most settings. General
knowledge is copied. Most teachers’ lectures
are copied knowledge.
– Humans are naturally copiers, but this is not
what we would typically call “plagiarism.”
40. Writing a Research
Report
• The Elements of Style endorses imitation as a way for a
writer to achieve his own style:
– The use of language begins with imitation . . . The imitative life
continues long after the writer is on his own in the language,
for it is almost impossible to avoid imitating what one admires.
Never imitate consciously, but do not worry about being an
imitator; take pains instead to admire what is good. Then when
you write in a way that comes naturally, you will echo the
halloos that bear repeating.
Copied from: http://www.answers.com/topic/writing-style-1
41. Writing a Research
Report
Finally…Avoiding Plagiarism
• What is it?
– Among other things, plagiarism refers to taking
others’ work and representing it as if it were your own.
– In academics this is bad because with plagiarism:
• One cannot assess students’ development accurately
• The person who makes his or her livelihood by scholarly
pursuit is being robbed of credit
• It masks the lineage of ideas and facts.
“Plagiarism is to academics as Enron-accounting is to
corporate America.”
42. Writing a Research
Report
Finally…Avoiding Plagiarism
Lineage of Ideas:
– Original sources of research are all the proof we have for
some facts. Without the “paper trail” of academic thought:
• People could pass incorrect ideas off as facts
• We would have to keep “re-proving” things.
• The contexts that generated facts and ideas get lost.
• Research becomes highly inefficient as it becomes incredibly
difficult to find “full information” on a topic.
43. Writing a Research
Report
Finally…Avoiding Plagiarism
– To avoid plagiarism:
1. Document every source for information that is not
“general knowledge”—this includes facts and ideas.
2. Cite every time a fact or idea is used unless it is clear
that one citation is referring to a group of facts or
ideas.
3. If you quote material, put quotation marks around the
quoted stuff and include a page number within the
citation.
4. It is alright to paraphrase material, but you still have to
cite from where the paraphrased material came.
5. When in doubt, cite the source.
Improper citing is grounds for failure on the course paper.