CS
YM
023 D
isserta
tion
an
d m
od
ule
g
uid
e
Co
urs
e: C
SY
M0
23
2
Tab
le o
f Co
nte
nts
Mo
du
le In
trod
uc
tion
Mo
du
le G
uid
e
In
trodu
ctio
n
D
raft S
ch
em
e o
f Work
A
sse
ssm
en
t & D
elie
ve
rab
le
T
he
Pro
ce
ss
M
-leve
l Dis
se
rtatio
n
R
ole
s
G
en
era
l
Intro
du
ctio
n
In
trodu
ctio
n
S
ele
ctin
g a
n a
rea
of re
sea
rch
F
ocu
sin
g
R
ese
arc
h P
rop
osa
l
Y
ou
an
d y
ou
r su
perv
iso
r
S
tude
nts
Re
spo
nsib
ilities
S
up
erv
iso
rs' ro
le
C
ase
Stu
dy
E
xte
rnal A
ctv
ities
Aim
s a
nd
Ob
jectiv
es
In
trodu
ctio
n
S
MA
RT
S
elf T
est
Pla
nn
ing a
nd
so
urc
es
In
trodu
ctio
n
P
lan
nin
g to
ols
T
op
ic
U
se
of L
ibra
ry
Co
urs
e: C
SY
M0
23
3
S
ou
rce
s 1
U
se
of th
e In
tern
et
E
lectro
nic
jou
rnals
Re
vie
win
g L
itera
ture
In
trodu
ctio
n
W
hat to
do?
E
xe
rcis
e 1
W
hat is
this
Lite
ratu
re R
evie
w?
F
ind
ing
info
rma
tion
W
hat n
ee
ds to
be re
co
rded
B
iblio
gra
ph
ic S
oftw
are
Q
uo
ting
E
xe
rcis
e
Kee
ep
ing
Re
co
rds
In
trodu
ctio
n
M
akin
g N
ote
s
K
ee
pin
g N
ote
s
L
og b
oo
k
R
eco
rd A
ctiv
ity
App
roa
ch
es
In
trodu
ctio
n
Q
ua
ntitv
e v
Qu
alita
tive
Re
se
arc
h
M
eth
od
s a
nd
Meth
od
olo
gy
E
xp
erim
enta
l/Em
piric
al
S
urv
eys
A
ctio
n R
ese
arc
h
E
xte
rnal A
ctiv
ities
S
ele
ctio
n E
xerc
ise
Co
llectin
g D
ata
In
trodu
ctio
n
C
ho
osin
g m
eth
od
s
M
eth
od
s o
f co
llectin
g d
ata
Co
urs
e: C
SY
M0
23
4
D
ocu
me
nta
ry E
vid
ence
E
xp
erie
me
nta
l Data
Q
ue
stio
nn
aire
s
In
terv
iew
s
O
bse
rva
tion
Inte
rvie
ws
In
trodu
ctio
n
W
hen
is it a
pp
rop
riate
?
Q
ue
stio
n T
yp
es
W
hat ty
pe
of q
ue
stio
n
In
terv
iew
s
F
ocu
s G
roup
s
S
elf T
est 1
Eth
ics
In
trodu
ctio
n
R
ese
arc
h E
thic
s
E
thic
s C
om
ittee
Da
ta In
terp
retin
g a
nd
Pre
se
ntin
g
In
trodu
ctio
n
In
terp
retin
g a
nd P
rese
ntin
g
P
rese
ntin
g M
eth
ods
S
am
ple
An
aly
sis
Me
tho
ds
C
om
pu
ting M
eth
ods
Dis
serta
tion S
tructu
re
In
trodu
ctio
n
S
tructu
re o
f Cla
ssic
Dis
se
rtatio
n
T
o b
e c
on
sid
ere
d
E
xp
erim
enta
l-Typ
e D
isse
rtatio
n
S
tyle
an
d v
oic
e
A
pp
en
dic
es
Co
urs
e: C
SY
M0
23
5
Mo
du
le In
trod
uc
tion
To
pic
: M
od
ule
Intro
ductio
n
Th
is m
odu
le ta
kes th
e fo
rm o
f a s
erie
s o
f eig
ht le
arn
ing p
acka
ges. T
he
aim
of th
e m
od
ule
is p
rovid
e
yo
u w
ith th
e b
asic
rese
arc
h s
kills
that y
ou
req
uire
in o
rde
r to s
ucce
ssfu
lly c
om
ple
te y
ou
r rese
arc
h. Y
ou
a
rea
lso
en
co
ura
ge
d to
read
mo
re e
xte
nsiv
ely
on
rese
arc
h m
eth
od
s, a
nd
the
bo
oks g
ive
n in
the
rea
din
g lis
t pro
vid
e a
mo
re d
eta
il on
rese
arc
h m
eth
od
s. S
om
e o
f the
se
bo
oks a
re a
va
ilab
le fro
m th
e
un
ive
rsity
libra
ries o
r pu
rch
ase
d v
ia th
e In
tern
et, e
.g. fro
m A
ma
zo
n.c
o.u
k.
"Re
sea
rch
is d
efin
ed
as s
ee
kin
g th
rou
gh
me
tho
dic
al p
roce
sse
s to
ad
d to
on
e's
ow
n b
od
y o
f kno
wle
dg
e
an
d, h
op
efu
lly, to
tha
t of o
the
rs, b
y th
e d
isco
very
of n
on
trivia
l facts
an
d in
sig
hts
" [Sh
arp
an
d H
ow
ard
, 1
99
6, p
7].
Mo
du
le C
on
ten
ts
Mod
ule
Gu
ide
Intro
ductio
n
Aim
s a
nd
Ob
jectiv
es
Pla
nn
ing
an
d s
ou
rce
s
Re
vie
win
g L
itera
ture
Ke
ee
pin
g R
eco
rds
Ap
pro
ach
es
Co
llectin
g D
ata
Inte
rvie
ws
Eth
ics
Da
ta In
terp
retin
g a
nd
Pre
se
ntin
g
Dis
se
rtatio
n S
tructu
re
Co
urs
e: C
SY
M0
23
6
Mo
du
le G
uid
e
Le
ss
on
Co
nte
nts
Intro
ductio
n
Dra
ft Sch
em
e o
f Work
Assessm
en
t & D
elie
ve
rab
le
Th
e P
roce
ss
M-le
ve
l Dis
se
rtatio
n
Ro
les
Gen
era
l
Co
urs
e: C
SY
M0
23
7
To
pic
: In
trod
uctio
n
SC
HO
OL
: Scie
nce
an
d T
ech
nolo
gy
FIE
LD
Co
mp
ute
r Syste
ms
MO
DU
LE
TIT
LE
Com
pu
ting
Dis
serta
tion
Mod
ule
Co
de
CS
YM
02
3
Dr S
co
tt Tu
rne
r
IMP
OR
TA
NT
:
Afte
r the p
rop
os
al h
as
be
en
su
bm
itted
yo
u a
re e
xp
ecte
d to
wo
rk o
n th
e d
iss
erta
tion
as
if the
p
rop
os
al h
ad
be
en
ac
ce
pte
d.
DO
NO
T w
ait u
ntil y
ou
ge
t the
pro
po
sa
l ba
ck b
efo
re s
tartin
g w
ork
on
the
dis
se
rtatio
n.
Co
urs
e: C
SY
M0
23
8
To
pic
: D
raft S
chem
e o
f Work
This
sch
em
e is
wo
rk is
ind
ica
tive
on
ly. T
he
tau
gh
t se
ssio
n a
re d
esig
ne
d to
be
flexib
le d
ep
en
din
g o
n n
ee
d
so
the
re m
ay b
e s
om
e m
ove
me
nt o
f the s
essio
ns.
wee
k
Mo
rnin
g
Afte
rno
on
1
Ta
ugh
t: Intro
ductio
n a
nd a
skin
g th
e q
uestio
ns a
nd
a
ims/o
bje
ctiv
es
Cla
ss-b
ased
Activ
ity: M
ini p
roje
ct –
Se
ma
ntic
W
eb
Exte
rna
l:
• M
ee
t po
ten
tial s
up
erv
iso
rs
• R
efin
e y
our re
se
arc
h q
ue
stio
n
• lite
ratu
re S
ea
rch
for m
ini p
roje
ct
Cla
ss-b
ased
Activ
ity: M
ini P
roje
ct
Ta
ugh
t 2: E
xte
rna
l Sp
ea
ke
r:
Exte
rna
l:
• M
ee
t po
ten
tial s
up
erv
iso
rs
• R
efin
e y
our re
se
arc
h q
ue
stio
n
• lite
ratu
re S
ea
rch
for m
ini p
roje
ct
2
Ta
ugh
t: Pla
nn
ing
an
d s
ou
rce
s
Cla
ss-b
ased
Activ
ity: Refin
e y
ou
r pro
po
sa
l
Exte
rna
l:
• M
ee
t po
ten
tial s
up
erv
iso
rs
• R
efin
e y
our re
se
arc
h q
ue
stio
n
• lite
ratu
re S
ea
rch
for fin
al p
roje
ct
Ta
ugh
t2: R
evie
win
g L
itera
ture
Cla
ss-b
ased
Activ
ity: R
efin
ing
yo
ur
pro
po
sa
l
Exte
rna
l:
• M
ee
t po
ten
tial s
up
erv
iso
rs
• R
efin
e y
our re
se
arc
h q
ue
stio
n
• lite
ratu
re S
ea
rch
for fin
al p
roje
ct
3
Ta
ugh
t: Ke
ep
ing
Re
cord
s
Cla
ss-b
ased
Activ
ity: Refin
e y
ou
r pro
po
sa
l
Exte
rna
l:
• M
ee
t po
ten
tial s
up
erv
iso
rs
• R
efin
e y
our re
se
arc
h q
ue
stio
n
• lite
ratu
re S
ea
rch
for fin
al p
roje
ct
• R
efin
e p
ropo
sa
l
Ta
ugh
t: Meth
od
s a
nd
Ap
pro
ache
s
Cla
ss-b
ased
Activ
ity: R
efin
e y
ou
r pro
po
sa
l
Exte
rna
l:
• M
ee
t po
ten
tial s
up
erv
iso
rs
• R
efin
e y
our re
se
arc
h q
ue
stio
n
• lite
ratu
re S
ea
rch
for fin
al p
roje
ct
• R
efin
e p
rop
osa
l
4
Ta
ugh
t 1: C
olle
ctin
g D
ata
and
Ap
pro
ach
es
Inde
pe
nd
en
t stu
de
nt c
en
tred
wo
rk
• M
ee
t po
ten
tial s
up
erv
iso
rs
• R
efin
e y
our re
se
arc
h q
ue
stio
n
• lite
ratu
re S
ea
rch
for fin
al p
roje
ct
• R
efin
e p
ropo
sa
l inclu
din
g a
pla
n
Cla
ss-b
ased
Activ
ity:
• R
efin
e y
our p
rop
osa
l
• D
ata
Exe
rcis
e
Ta
ugh
t 2: D
ata
Inte
rpre
tatio
n
Cla
ss-b
ased
Activ
ity: p
rese
ntin
g d
ata
Exte
rna
l:
• M
ee
t po
ten
tial s
up
erv
iso
rs
• R
efin
e y
our re
se
arc
h q
ue
stio
n
Co
urs
e: C
SY
M0
23
9
• lite
ratu
re S
ea
rch
for fin
al p
roje
ct
• R
efin
e p
rop
osa
l
• C
on
sid
er th
e d
ata
nee
ds o
f the
d
isse
rtatio
n
• C
on
sid
er th
e s
ocia
l, eth
ica
l is
su
es
5
Dis
se
rtartio
n s
tructu
re a
nd o
wn
vo
ice
Cla
ss a
ctiv
ity
Inde
pe
nde
nt s
tude
nt c
en
tred
wo
rk
• M
ee
t po
ten
tial s
up
erv
iso
rs
• R
efin
e y
our re
se
arc
h q
ue
stio
n
• lite
ratu
re S
ea
rch
for fin
al p
roje
ct
• R
efin
e p
rop
osa
l inclu
din
g a
pla
n
• C
on
sid
er th
e d
ata
nee
ds o
f the
d
isse
rtatio
n
• C
on
sid
er th
e s
ocia
l, eth
ica
l is
su
es
• C
on
sid
er a
ll the
reso
urc
e n
ee
ds.
6
Ha
nd
in y
ou
r pro
po
sa
l
Pre
pa
re y
our p
resen
tatio
n
pre
se
nta
tions
Co
urs
e: C
SY
M0
23
10
Co
urs
e: C
SY
M0
23
11
To
pic
: T
he P
roce
ss
Th
e m
od
ule
be
gin
s w
ith a
serie
s o
f tuto
rials
wh
ich
he
lp y
ou
to u
nd
ers
tan
d th
e d
iffere
nce b
etw
ee
n a
M
aste
rs le
ve
l an
d u
nd
erg
rad
ua
te le
ve
l dis
se
rtatio
n.
· As e
arly a
s p
ossib
le y
ou
mu
st s
ele
ct a
top
ic. E
ach c
om
pu
ting
tuto
r will o
utlin
e s
uita
ble
top
ics;
yo
u m
ay c
ho
ose
on
e o
f tho
se. A
ltern
ativ
ely
, you
ma
y c
ho
ose
yo
ur o
wn
topic
. In e
ithe
r case
, yo
u m
ust
als
o a
pp
roa
ch a
tuto
r req
ue
stin
g th
em
to b
e y
ou
r dis
se
rtatio
n s
upe
rvis
or.
· Yo
u s
hou
ld d
iscu
ss y
ou
r cho
se
n to
pic
with
yo
ur s
up
erv
iso
r in o
rde
r to a
scerta
in e
xactly
the
na
ture
of y
our d
isse
rtatio
n. Y
ou
sh
ou
ld b
oth
sig
n a
"Dis
se
rtatio
n s
ub
ject/s
up
erv
iso
r form
" an
d h
an
d it
in to
the M
od
ule
Le
ad
er.
· Afte
r a fe
w w
ee
ks y
ou
mu
st h
an
d in
a w
ritten p
ropo
sa
l for y
ou
r dis
serta
tion
. Deta
ils o
f ho
w to
w
rite y
ou
r pro
posa
l will b
e g
ive
n in
the
ea
rly lectu
res/tu
toria
ls.
· Yo
ur p
rop
osa
l sh
ou
ld in
clu
de
a w
eek b
y w
ee
k p
lan
for y
ou
r dis
se
rtatio
n; fo
r exam
ple
, in th
e
form
of a
Ga
ntt c
hart (th
ere
's a
n e
xa
mp
le o
n N
ile).
· Yo
u s
hou
ld a
pp
roa
ch
the
libra
rian fo
r he
lp re
ga
rdin
g th
e lite
ratu
re re
vie
w a
sp
ect o
f yo
ur
pro
po
sa
l an
d la
ter o
n th
e d
isse
rtatio
n. Y
ou
sh
ou
ld re
qu
est a
n A
the
ns u
se
rna
me
/pa
ssw
ord
for
acce
ssin
g b
iblio
gra
ph
ies a
nd
Jo
urn
al p
ap
ers
if work
ing
outs
ide
the u
niv
ers
ity c
am
pu
s. (O
ne o
f the
se
ssio
n y
ou
will h
ave
is w
ith th
e lib
raria
n)
· Yo
u a
re a
lso
req
uire
d to
ma
ke
an
info
rma
l pre
se
nta
tion o
f yo
ur p
rop
osa
l.
· Yo
ur p
rop
osa
l will b
e m
ark
ed
by th
e m
od
ule
lea
de
r and
mod
era
ted
.
· Yo
u w
ill ne
ed to
dis
cu
ss w
ith yo
ur d
isserta
tion s
up
erv
iso
r ho
w to
con
tact th
em
ove
r the
su
mm
er b
reak. It is
vita
l tha
t yo
u p
rog
ress w
ith th
e w
ork
wee
k b
y w
eek. It is
yo
ur re
sp
on
sib
ility to
man
ag
e y
ou
r wo
rk in
clu
din
g a
ny m
ee
ting
s w
ith y
ou
r sup
erv
isor. Y
ou
sh
ou
ld k
ee
p a
log
of yo
ur
pro
gre
ss a
nd m
ee
ting
s.
· Yo
u m
ay o
pt to
pre
se
nt y
ou
r wo
rk in
Se
pte
mb
er o
r in th
e fo
llow
ing
Ja
nu
ary
. Sh
ou
ld y
ou
w
ish
to s
ub
mit y
ou
r wo
rk in
Ja
nu
ary
yo
u m
us
t no
tify th
e C
ou
rse
Lea
de
rin w
riting
be
fore
the
en
d o
f Au
gu
st.
· At th
e e
nd o
f the
Mod
ule
you
must s
ubm
it for m
ark
ing
the
follo
win
g ite
ms:
(a) tw
o p
ap
er c
op
ies o
f yo
ur d
isse
rtatio
n,
(b) o
ne
ele
ctro
nic
cop
y o
f yo
ur d
isse
rtatio
n,
(c) o
ne
ele
ctro
nic
co
py o
f an
y s
oftw
are
de
velo
pe
d a
s p
art o
f yo
ur d
isserta
tion
. Th
e p
ap
er c
op
ies
sh
ou
ld b
e b
oun
d a
s d
escrib
ed
in th
e e
arly
tuto
rial a
nd
no
tes.
· Fin
ally y
ou
mu
st a
tten
d a
"viv
a v
oce
" ex
am
ina
tion
. Th
is w
ill last a
roun
d 4
5 m
inute
s a
nd
u
su
ally
co
nsis
ts o
f thre
e p
arts
: wh
ere
yo
u e
xpla
in y
ou
r wo
rk, d
em
on
stra
te a
nyth
ing
yo
u h
ave
de
ve
lop
ed
e.g
. softw
are
, an
d a
nsw
er a
few
qu
estio
ns o
n y
ou
r wo
rk. T
he
au
die
nce w
ill co
nsis
t of y
our
su
pe
rvis
or, a
se
con
d d
esig
na
ted m
ark
er, a
nd
an
y o
the
r tuto
rs in
tere
ste
d in
you
r wo
rk.
· Th
e d
iss
erta
tion
is in
de
pen
de
ntly
ma
rke
d b
y y
ou
r su
pe
rvis
or a
nd
the
se
co
nd
de
sig
nate
d
ma
rke
r. Th
ey th
en
me
et to
ag
ree
a g
rad
e.
Co
urs
e: C
SY
M0
23
12
To
pic
: M
-level D
isse
rtatio
n
· Yo
ur d
isse
rtatio
n to
pic
sho
uld
be
ch
ose
n v
ery
ca
refu
lly. It s
ho
uld
be
rele
van
t to th
e s
ub
jects
yo
u h
ave s
tud
ied
or p
ertin
ent to
the
wid
er to
pic
of In
tern
et c
om
putin
g. It m
ust h
ave
an
ele
me
nt o
f re
se
arc
h.
· Yo
ur d
isse
rtatio
n m
ay in
vo
lve y
ou
: (a) a
ttem
ptin
g to
pro
ve s
om
e h
yp
oth
esis
or (b
) atte
mp
ting to
so
lve
a p
roble
m. It m
ay n
ot b
e m
ere
ly a
stu
dy o
f wh
at o
the
rs h
ave
do
ne. It n
ee
ds to
ha
ve a
n e
lem
ent
of y
ou
r ne
w w
ork
.
· Be
cau
se
of th
e n
atu
re o
f you
r Ma
ste
rs d
egre
e, y
ou w
ill usua
lly d
eve
lop
so
me
end
pro
du
cts
(e.g
. softw
are
) as in
teg
ral p
arts
of y
ou
r dis
se
rtatio
n.
Yo
u n
ee
d to
:
Co
urs
e: C
SY
M0
23
13
To
pic
: R
ole
s
5. T
he
role
of y
ou
r su
pe
rvis
or
Yo
ur s
up
erv
iso
r's re
spo
nsib
ility is
to:
· ad
vis
e y
ou
on
the
topic
of yo
ur d
isserta
tion
an
d o
n a
va
ilab
le re
so
urc
es,
· ad
vis
e y
ou
on
risk a
ssessm
en
t if app
rop
riate
,
· dis
cu
ss w
ith y
ou
the
pro
gre
ss o
f yo
ur w
ork
,
· offe
r gu
ida
nce o
n th
e s
tructu
re a
nd
pre
se
nta
tion
of y
our d
isse
rtatio
n,
· offe
r yo
u fe
ed
back o
n v
ario
us s
ectio
ns o
f yo
ur d
isserta
tion
,
· ad
vis
e y
ou
on
rese
arc
h m
eth
odo
log
y,
· ad
vis
e y
ou
on
the
de
sig
n, im
ple
me
nta
tion
, testin
g a
nd e
va
lua
tion
of a
ny "e
nd
pro
du
ct",
· ad
vis
e y
ou
on
refe
ren
cin
g a
nd
pla
gia
rism
,
· en
su
re th
at a
ny e
xte
rna
l co
mm
unic
atio
n y
ou
wis
h to
ma
ke
co
nce
rnin
g y
ou
r dis
se
rtatio
n is
a
pp
ropria
te a
nd
ca
rried o
ut p
rofe
ssio
na
lly,
· assis
t yo
u in
ide
ntify
ing
pro
ble
ms,
· main
tain
reg
ula
r sup
erv
isory c
onta
ct w
ith y
ou
,
· ad
vis
e y
ou
on
eth
ica
l pra
ctic
e w
ithin
yo
ur w
ork
whe
re a
pp
rop
riate
,
Yo
ur s
up
erv
iso
r will n
ot:
· mic
ro-m
an
age
yo
ur w
ork
;
· feed
ba
ck o
n a
full d
raft o
f yo
ur d
isse
rtatio
n b
efo
re y
ou s
ub
mit it;
· co
nta
ct y
ou
if you
fail to
atte
nd s
up
erv
iso
ry s
essio
ns;
· pro
vid
e a
dvic
e o
n in
form
atio
n s
ou
rce
s
Yo
ur re
sp
onsib
ility a
s a
dis
se
rtatio
n s
tud
en
t is to
:
· ag
ree
a s
ch
edu
le o
f me
etin
gs, e
nsu
ring
tha
t the a
gre
ed
sch
edu
le is
ad
he
red to
an
d th
at
de
ad
line
s a
re m
et;
· use
this
su
perv
iso
ry tim
e a
lloca
ted e
ffectiv
ely
;
· ke
ep
an
y a
pp
oin
tmen
ts m
ad
e;
· main
tain
a re
co
rd o
f the
su
pe
rvis
ory
me
etin
gs;
· man
ag
e th
e in
tera
ctio
n w
ith y
ou
r sup
erv
iso
r;
· ag
ree to
act re
sp
on
sib
ly a
nd p
rofe
ssio
nally
.
Yo
u s
ho
uld
recog
nis
e th
at fe
ed
back w
ill be s
pe
cific
to y
ou
r work
and
rele
va
nt to
the
sta
ge a
t wh
ich
yo
u a
re. S
up
portiv
e c
om
me
nts
do
not n
ece
ssarily
ind
ica
te h
igh p
erfo
rma
nce
no
r is
co
nstru
ctiv
ecritic
ism n
ece
ssa
rily in
dic
ativ
e o
f low p
erfo
rma
nce
.
Co
urs
e: C
SY
M0
23
14
To
pic
: G
en
era
l
Th
e p
rop
osa
l stru
ctu
re
Yo
u w
ill ne
ed
to d
iscu
ss e
xa
ctly w
ha
t you
r pro
po
sa
l will c
on
tain
with
yo
ur s
up
erv
iso
r an
d m
od
ule
le
ad
er.
Ple
ase
no
te th
at m
ate
rial in
clu
de
d in
yo
ur p
rop
osa
l ma
y b
e re
-used
with
in y
ou
r dis
se
rtatio
n. H
ow
eve
r,
it is im
po
rtan
t to n
ote
tha
t you
r pro
po
sa
l has d
eta
ils o
f "wha
t yo
u p
rop
ose to
do
", an
d o
f co
urs
e, "w
hy
yo
u p
rop
ose
to d
o it in
a p
artic
ula
r wa
y". W
hile y
ou
r writte
n d
isse
rtatio
n h
as d
eta
ils o
f wha
t yo
u d
id.
Sty
le o
f writin
g
Th
is w
ill be d
iscu
sse
d d
urin
g th
e In
trod
ucto
ry le
ctu
res
Citin
g s
ou
rce
s
Yo
u m
ust u
se
the
Ha
rva
rd s
tan
dard
wh
en re
fere
ncin
g o
the
rs' w
ork
. Ple
ase
se
e th
e d
ocu
me
nt
Ha
rvard
.doc o
n N
ile o
r use
the
follw
oin
g lin
k: h
ttp://lib
rary
.no
rtha
mp
ton
.ac.u
k/file
s/g
uid
es/h
arv
ard
.do
c .
Yo
u m
igh
t als
o fin
d it u
sefu
l to try
the
on
-line
Refe
ren
cin
g tu
toria
l:
http
://libra
ry.n
orth
am
pto
n.a
c.u
k/lib
era
tion
/ref/
Co
urs
e: C
SY
M0
23
15
Intro
du
ctio
n
Le
ss
on
Co
nte
nts
Intro
ductio
n
Se
lectin
g a
n a
rea
of re
se
arc
h
Fo
cusin
g
Re
se
arc
h P
rop
osa
l
Yo
u a
nd
yo
ur s
up
erv
iso
r
Stu
de
nts
Re
sp
onsib
ilities
Su
pe
rvis
ors
' role
Ca
se
Stu
dy
Exte
rna
l Actv
ities
Co
urs
e: C
SY
M0
23
16
To
pic
: In
trod
uctio
n
Th
e p
urp
ose
of th
is le
arn
ing
pa
ckag
e is
to:
- pro
vid
e g
uid
ance
on
the s
ele
ctio
n o
f a re
se
arc
h q
ue
stio
n a
nd
a
wo
rkin
g title
- pro
vid
e g
uid
ance
on
the in
itial p
lan
nin
g o
f yo
ur re
sea
rch
pro
ject
Th
is p
acka
ge
is c
on
cern
ed
with
initia
l pla
nn
ing
of a
resea
rch
pro
ject.
Th
e a
im to
pro
vid
e th
e s
kills
tha
t let y
ou a
nd
yo
ur s
up
erv
iso
r be
rea
so
na
ble
con
fide
nce
that th
e a
rea
of re
sea
rch is
via
ble
in th
e tim
e
ava
ilab
le a
nd is
ap
pro
pria
te to
the
level o
f stu
dy (M
Sc, M
Ph
il or P
hD
).
Co
urs
e: C
SY
M0
23
17
To
pic
: S
ele
ctin
g a
n a
rea o
f resea
rch
Yo
u m
ay n
ot a
ch
oic
e in
the
pa
rticu
lar a
rea
to re
se
arc
h, th
e m
on
ey fo
r yo
ur re
se
arc
h is
for a
pa
rticu
lar
are
a. W
ithin
this
the
re is
ofte
n s
om
e fle
xib
ility o
n h
ow
an
d w
ha
t yo
u a
ctu
ally
loo
k a
t with
in th
e a
rea
of
rese
arc
h.
Th
e o
the
r form
is y
our o
wn
ide
a. T
his
is o
ften
a d
ifficu
lt pa
rt of y
ou
r rese
arc
h a
nd
ha
s to
beg
in w
ith a
ca
refu
lly c
on
sid
ere
d in
itial id
ea
.
Fo
r eith
er ro
ute
, yo
u s
ho
uld
ch
oo
se
to d
o s
om
eth
ing
yo
u a
re a
ctu
ally
inte
res
ted
in, th
is w
ork
is
go
ing
to ta
ke u
p a
lot o
f yo
ur tim
e.
Th
e id
ea
the
n n
ee
ds to
be
turn
ed
into
yo
ur re
se
arc
h q
ue
stio
n, i.e
. wh
at is
it yo
u w
an
t to fin
d th
e
an
sw
er to
? F
urth
er q
uestio
ns th
en
follo
w n
atu
rally
from
this
su
ch
as:
C
an
the
qu
estio
n b
e a
nsw
ere
d in
the p
erio
d o
f time a
va
ilab
le?
H
ow
an
d w
he
re c
an
I obta
in th
e in
form
atio
n I n
ee
d?
W
hat m
eth
od s
ho
uld
I use
to g
ath
er th
e d
ata
?
Th
e to
pic
you
se
lect to
resea
rch
sh
ould
ha
ve s
om
e o
rigin
ality
. This
do
es n
ot m
ea
n it n
eed
s to
be
e
ntire
ly o
rigin
al, fo
r exam
ple
. Orig
ina
lity c
an re
sult fro
m u
sin
g a
lrea
dy k
no
wn m
ate
rial b
ut w
ith a
ne
w
inte
rpre
tatio
n, o
r from
takin
g a
top
ic fro
m th
e c
ours
e a
nd
ca
rryin
g o
ut a
n e
xte
nde
d s
tud
y. T
he
level o
f o
rigin
ality
thou
gh
de
pe
nd
s o
n th
e le
ve
l of th
e s
tudy, a
Ph
D h
as to
ha
ve
mo
re o
rigin
ality
than
an
MS
c.
If you
are
still u
nsu
re o
f the
rese
arc
h to
pic
, follo
w th
e s
tep
s g
ive
n b
elo
w:
In
itially
co
nsid
er a
nu
mb
er o
f top
ics.
D
ecid
e o
n th
e to
pic
yo
u w
ish to
rese
arc
h. T
his
sh
ou
ld id
ea
lly b
e a
n a
rea
tha
t inte
rests
yo
u,
sp
on
so
red
stu
de
nts
may h
ave
a to
pic
impo
se
d o
n th
em
by th
eir e
mp
loye
r.
D
o s
om
e in
itial re
ad
ing
su
fficie
nt to
giv
e a
n in
dic
atio
n th
at th
ere
is e
no
ugh
ava
ilable
info
rma
tion
to
allo
w y
ou
to c
ontin
ue
.
D
ecid
e o
n th
e in
itial re
sea
rch
qu
estio
n.
T
alk
to y
ou
r su
pe
rvis
or.
T
hin
k a
bo
ut y
ou
r qu
estio
n a
nd
the
n g
ive
it pre
cis
e fo
cu
s. C
arry
ou
t furth
er re
ad
ing
if req
uire
d.
A
rrive
at a
wo
rkin
g title
.
Co
urs
e: C
SY
M0
23
18
To
pic
: F
ocu
sin
g
Le
t us a
ssu
me
yo
u a
re in
tere
ste
d in
find
ing
ou
t if usin
g th
e in
tern
et le
ad
s to
mo
re e
fficie
nt in
du
strie
s.
Th
e in
itial re
se
arc
h q
uestio
n m
ay th
en
be
:
Do
es u
sin
g th
e in
tern
et le
ad
to m
ore
effic
ien
t ind
ustrie
s?
Fro
m w
hic
h a
wo
rkin
g title
ca
n b
e fo
rme
d, s
uch a
s:
“Imp
rove
men
ts in
ind
ustry
by th
e u
se
of th
e in
tern
et”
At firs
t sig
ht th
is a
ppe
ars
to b
e a
n in
tere
stin
g a
rea o
f stu
dy, b
ut n
ow
co
nsid
er th
e title
ag
ain
st th
e
follo
win
g q
uestio
ns:
1. W
hat in
du
stry
are
to b
e c
on
sid
ere
d? D
oe
s th
is a
pp
ly to
all in
dustrie
s?
2. H
ow
is th
e d
ata
on
effic
ien
cy to
be
ob
tain
ed
? F
rom
pu
blis
he
d d
ata
? B
y s
urv
eyin
g c
om
pa
nie
s?
3. H
ow
lon
g w
ill it take to
ga
the
r the d
ata
and
co
mp
lete
the
rese
arc
h?
Oth
er q
ue
stio
ns c
an
als
o b
e p
osed
, but c
on
sid
era
tion
of th
ose a
bo
ve
is a
de
qu
ate
to s
ho
w th
at th
e
se
lecte
d to
pic
is a
ve
ry b
roa
d a
rea
of re
se
arc
h th
at w
ill req
uire
a c
on
sid
era
ble
am
ou
nt tim
e a
nd
effo
rt to
co
mp
lete
. We c
an
co
nclu
de
the
refo
re th
at it its
pre
se
nt fo
rm it is
no
t a s
uita
ble
MS
c re
sea
rch
topic
.
So
me
focu
s c
ould
be
giv
en
by c
on
sid
erin
g o
nly
on
e in
du
stry
an
d th
e e
ffects
on
usin
g th
e in
tern
et.
Eve
n th
en, it m
ay b
e d
ifficu
lt to d
ete
rmin
e a
ny c
on
clu
siv
e lin
k b
etw
ee
n th
e in
trod
uctio
n o
f the in
tern
et
an
d e
fficie
ncie
s th
at h
ave o
ccu
rred
.
Fu
rthe
r focusin
g m
ay b
e re
quire
d in
ord
er to
be
rea
so
nab
ly s
ure
tha
t the
dis
se
rtatio
n c
an b
e
su
cce
ssfu
lly com
ple
ted
to th
e re
quire
d s
tan
dard
an
d in
the
time
ava
ilab
le.
It is a
pp
are
nt th
at fo
cusin
g m
akes y
ou
co
nsid
er n
ot o
nly
the
rese
arc
h q
ue
stio
n, b
ut a
lso
the m
eth
od
(s)
yo
u w
ill use
to g
ath
er d
ata
an
d th
e tim
e re
qu
ired
for c
om
ple
ting th
e d
isse
rtatio
n.
Co
urs
e: C
SY
M0
23
19
To
pic
: R
ese
arc
h P
rop
osa
l
Th
e n
ext lo
gic
al s
tep
is to
dra
w u
p y
ou
r initia
l pla
n fo
r the re
sea
rch
. It sh
ou
ld in
clu
de
:
A
wo
rkin
g title
ba
sed
on
the re
sea
rch q
ue
stio
n.
A
brie
f dis
cussio
n o
f the m
ain
pro
ble
m y
ou
wis
h to
so
lve. T
his
will in
clu
de
the
aim
an
d o
bje
ctiv
es o
f th
e s
tudy a
nd
ad
dre
ss th
e s
eco
nd
ary
qu
estio
ns th
at fo
llow
from
the s
ele
cte
d re
searc
h q
ue
stio
n.
A
brie
f de
scrip
tion
of th
e m
eth
od
, or m
eth
ods, y
ou in
ten
d u
sin
g to
ga
the
r the
da
ta y
ou
req
uire
to
an
sw
er th
e re
se
arc
h q
ue
stio
n.
A
n a
ctio
n p
lan
in th
e fo
rm o
f a G
antt c
ha
rt.
Y
ou
r tho
ug
hts
on th
e m
ain
pro
ble
ms th
at y
ou a
ntic
ipa
te e
nco
un
terin
g d
urin
g y
ou
r rese
arc
h a
nd
ho
w
these
mig
ht b
e o
ve
rco
me.
In
itial re
fere
nces.
Usin
g th
e p
roce
dure
s in
this
pa
ckag
e s
ele
ct a
n in
itial re
se
arc
h q
ue
stio
n a
nd
then
giv
e it fo
cu
s to
arriv
e
at th
e fin
al q
ue
stio
n a
nd
he
nce
a w
ork
ing
title.
If you
ha
ve
alre
ad
y d
ecid
ed
on
a re
sea
rch
qu
estio
n th
en
ch
eck it fo
r focu
s a
nd
decid
e o
n a
wo
rkin
g
title.
Ha
vin
g d
ecid
ed
on
a re
se
arc
h q
ue
stio
n a
nd
wo
rkin
g title
do
yo
u th
inkth
at y
ou
co
uld
co
mp
lete
the
dis
se
rtatio
n in
the p
erio
d J
un
e to
Se
pte
mb
er?
Co
urs
e: C
SY
M0
23
20
To
pic
: Y
ou
an
d yo
ur s
upe
rvis
or
On
ce
yo
u h
ave
a s
up
erv
iso
r the
y a
re th
e firs
t po
rtal o
f ca
ll. If yo
u a
re u
ns
ure
of a
nyth
ing
to d
o
with
the
dis
se
rtatio
n th
ey a
re w
ho
yo
u a
sk
first.
Do
I ha
ve
to a
gre
e w
ith w
ha
t the
su
pe
rvis
or s
ays?
No
, the
y c
an
on
ly advis
e it is
you
r dis
se
rtatio
n. B
UT
(a
nd
it is a
ve
ry b
ig b
ut) y
ou
ne
ed
a v
ery
go
od re
aso
n to
go a
ga
inst a
dvic
e. T
he id
ea
l is th
e s
up
erv
iso
r a
nd
the
dis
se
rtatio
n s
tud
en
t ca
n ta
lk a
bou
t the d
isse
rtatio
n w
ork
an
d a
gre
e a
fter a
dis
cussio
n o
n th
e
wa
y forw
ard
. An
MS
c s
tud
en
t sh
ou
ld b
e a
ble
to d
iscu
ss th
e d
isserta
tion, b
e a
n in
de
pe
nd
ent
rese
arc
he
r an
d th
ere
fore
ap
pro
pria
tely
arg
ue
their c
ase
for th
e d
irectio
n o
f the
work
.
Do
I ha
ve
to m
eet m
y s
up
erv
iso
r reg
ula
rly?
Ye
s. P
ast e
xp
erie
nce(a
nd
yo
ur s
up
erv
iso
rs a
re e
xp
erie
nce
d) s
ug
ge
st th
ose
tha
t me
et re
gula
rly w
ith
the s
up
erv
iso
rs a
re lik
ely
to h
ave
gre
ate
r succe
ss. Y
ou
r su
perv
iso
rs c
an
no
t he
lp if y
ou
do
n’t k
ee
p in
co
nta
ct a
nd
me
et.
My s
up
erv
isors
did
no
t tell m
e w
hat I h
ad
to d
o a
nd
wh
en!
Th
ey a
re n
ot m
ea
nt to
. Yo
u a
re in
cha
rge
of m
ana
gin
g th
e w
ork
no
t the
su
pe
rvis
or.
Co
urs
e: C
SY
M0
23
21
To
pic
: S
tude
nts
Respo
nsib
ilities
Ta
ke
n fro
m th
e U
niv
ers
ity's
Dis
se
rtatio
n P
olic
y
To
:
• a
gre
e a
sche
du
le o
f me
etin
gs,
• e
nsu
ring th
at th
e a
gre
ed
sch
edu
le is
ad
he
red to
an
d d
ea
dlin
es m
et,
• u
se s
up
erv
iso
ry tim
e a
lloca
ted
effe
ctiv
ely
, ma
na
ge tu
toria
l time
effe
ctiv
ely
by p
rep
arin
g fo
r the
tu
toria
l in a
dvan
ce
,
• ke
ep
ap
po
intm
en
ts w
hic
h h
ave b
ee
n a
rran
ge
d,
• m
ain
tain
a re
co
rd o
f sup
erv
iso
ry m
eetin
gs,
• a
gre
e to
act re
sp
on
sib
ly a
nd
pro
fessio
na
lly w
he
n o
n fie
ldw
ork
,
• u
nd
ers
tan
d th
e re
gu
latio
ns w
ith re
ga
rd to
pla
gia
rism
,
• ta
ke
ad
va
nta
ge
of U
niv
ers
ity s
up
po
rt me
ch
anis
ms (s
ee
ap
pe
nd
ixA
.4),
• m
ake u
se o
f NU
PA
D g
uid
an
ce
an
d d
ocu
me
nta
tion
to p
lan
an
d m
on
itor p
rog
ress o
f the
d
isse
rtatio
n,
• to
maxim
ise
the b
en
efit o
f tuto
rial s
up
po
rt, an
d to
imp
lem
en
t ag
ree
d a
ctio
n fo
r de
ve
lop
me
nt,
• re
co
gn
ise th
eir e
thic
al re
spo
nsib
ilities.” (U
oN
20
07
pp
4)
Co
urs
e: C
SY
M0
23
22
To
pic
: S
up
erv
isors
' role
Ta
ke
n fro
m th
e U
niv
ers
ity's
Dis
se
rtatio
n P
olic
y
To
ad
vis
e o
n:
o th
e to
pic
of th
e d
isse
rtatio
n a
nd
on
reso
urc
es
o ris
k a
sse
ssm
en
t, wh
ere
ap
pro
pria
te
o m
eth
od
olo
gie
s
o re
fere
ncin
g / p
lagia
rism
o e
thic
al p
ractic
e, a
s a
pp
rop
riate
o in
form
atio
n s
ourc
es, in
clu
din
g N
UP
AD
ma
teria
l, to s
up
po
rt pla
nn
ing
, mo
nito
ring
and
pro
gre
ss o
f the
d
isse
rtatio
n
o s
tructu
re a
nd
pre
sen
tatio
n o
f the
dis
se
rtatio
n
To
dis
cu
ss p
rog
ress o
n th
e d
isse
rtatio
n
To
offe
r fee
db
ack o
n p
artia
l vers
ion
s o
f the
dis
serta
tion
To
assis
t the
stu
de
nt in
ide
ntify
ing
pro
ble
ms/is
su
es a
nd
su
gg
est/a
gre
e s
pe
cific
actio
n to
ad
dre
ss th
ese
To
ma
inta
in re
gu
lar s
up
erv
iso
ry c
on
tact
To
co
nta
ct a
ny s
tud
en
t who
fails
to a
tten
d s
up
erv
iso
ry sessio
ns
To
ad
vis
e th
e s
tud
en
t on
dis
se
rtatio
ns w
hic
h a
re c
on
sid
ere
d e
xe
mp
lars
of g
oo
d p
ractic
e.”(U
oN
, 20
07
p
p.5
)
Co
urs
e: C
SY
M0
23
23
To
pic
: C
ase S
tud
y
Ca
se
Stu
dy - S
em
an
tic W
eb
You
ne
ed
to a
nsw
er th
ese tw
o ta
sks
Ac
tvity
T
ask
1
Wha
t is th
e S
em
an
tic W
eb?
2
Cre
ate
a p
lan fo
r a p
roje
ct th
at u
se
s th
e s
em
antic
we
b.
Co
urs
e: C
SY
M0
23
24
To
pic
: E
xte
rnal A
ctv
ities
For e
ach q
ue
stio
n, in
dic
ate
the
co
rrect a
nsw
er b
y pla
cin
g a
ma
rk in
the c
olu
mn
to th
e le
ft.
Qu
es
tion
1
Ha
ve
yo
u m
ee
t yo
ur p
ote
ntia
l su
perv
iso
rs
Sele
ct th
e c
orre
ct a
nsw
er.
Y
es
N
o
Qu
es
tion
2
Sele
ct th
e c
orre
ct a
nsw
er.
Y
es
N
o
Qu
es
tion
3
Have
yo
u c
om
ple
ted
the
litea
rture
revie
w fo
r the
ca
se
stu
dy?
Sele
ct th
e c
orre
ct a
nsw
er.
Y
es
N
o
No
te: A
nsw
ers
ap
pe
ar o
n th
e n
ext p
ag
e.
Co
urs
e: C
SY
M0
23
25
An
sw
er 1
Ha
ve
yo
u m
ee
t yo
ur p
ote
ntia
l su
perv
iso
rs
Sele
ct th
e c
orre
ct a
nsw
er.
Y
es
N
o
Co
rrec
t An
sw
er F
ee
db
ac
k: G
oo
d.
An
sw
er 2
Sele
ct th
e c
orre
ct a
nsw
er.
Y
es
N
o
Co
rrec
t An
sw
er F
ee
db
ac
k: G
oo
d, b
ut k
eep
at it.
An
sw
er 3
Have
yo
u c
om
ple
ted
the
litea
rture
revie
w fo
r the
ca
se
stu
dy?
Sele
ct th
e c
orre
ct a
nsw
er.
Y
es
N
o
Co
rrec
t An
sw
er F
ee
db
ac
k: W
hat d
id y
ou le
arn
ab
ou
t do
this
? w
ha
t too
ls d
id y
ou
use
?
Co
urs
e: C
SY
M0
23
26
Aim
s a
nd
Ob
jec
tives
Le
ss
on
Co
nte
nts
Intro
ductio
n
SM
AR
T
Se
lf Test
Co
urs
e: C
SY
M0
23
27
To
pic
: In
trod
uctio
n
You
r dis
se
rtatio
n a
nd
pro
po
sal b
oth
mu
st h
ave
an
aim
an
d a
set o
f obje
ctiv
es.
Ele
men
t D
eta
il
Aim
A
sin
gle
ge
ne
ral s
tate
me
nt o
utlin
ing
the d
issera
tion
.
Ob
jectiv
es
All o
bje
ctiv
es m
ust b
e S
MA
RT
Co
urs
e: C
SY
M0
23
28
To
pic
: S
MA
RT
All o
bje
ctiv
es m
ust b
e S
MA
RT
Te
rm
Me
an
ing
Q
ue
stio
ns to
as
k y
ou
self
Sp
ecific
N
ee
d to
be p
recis
e a
bou
t wh
at y
ou
are
go
ing
to
ach
ieve
.
Use v
erb
s s
uch a
s b
uild
, con
duct, d
eve
lop
, d
esig
n, e
tc.
• W
ha
t exa
ctly
are
we
go
ing
to
do
?
• W
ho
are
go
ing
to in
volv
e?
• W
ha
t stra
tegie
s w
ill be
use
d?
• Is
the
ob
jectiv
e w
ell
un
de
rsto
od
?
• Is
the
ir a c
lea
r ou
tco
me
?
• W
ill this
obje
ctiv
e le
ad
to
rse
ults
wa
nte
d?
Mea
su
rab
le
Ho
w a
re y
ou
go
ing
to m
easu
re th
e o
bje
ctiv
e?
If yo
u c
an
't me
su
re it h
ow
do
yo
u k
no
w y
ou
h
ave a
ch
ieve
d it?
• C
an
the o
bje
ctiv
e b
e
me
asure
d?
• D
oe
s th
e m
ea
su
rem
en
t ha
ve
re
leve
an
ce
to th
e o
utc
om
e?
Ach
ieva
ble
C
an
it be d
on
e?
If the o
bje
ctiv
e is
no
t ach
ieva
ble
or is
too
big
, yo
u w
ill find
it diffic
ult (o
r imp
ossib
le) to
a
ch
ieve
.
An
ob
jectiv
e s
ho
uld
pro
vid
e m
otiv
atio
n.
• C
an
we
get it d
on
e in
time
ava
ilab
le?
• W
ha
t are
the lim
its?
• C
an
we
do th
is w
ith th
e
reso
urc
es a
va
ilab
le?
• Is
this
po
ssib
le?
Re
alis
tic
Can
it be d
on
e in
the
time
yo
u h
ave a
nd
the
re
so
urc
es a
vaila
ble
toy y
ou
. Th
is d
oe
s N
OT
m
ea
n e
asy!
• D
o y
ou
ha
ve
the
reso
urc
es
ava
ilab
le to
ach
ieve
?
• C
an
this
ob
jectiv
e b
e
ach
ieve
d?
Tim
ely
W
he
n th
e th
e o
bje
ctiv
e b
e a
chie
ve
d, b
e
sp
ecific
.
Se
t rea
listic
de
ad
line
s
wh
en w
ill this
obje
ctiv
e b
e
com
ple
ted?
Is th
e d
ea
dlin
e s
tate
d?
Each
ob
jectiv
e s
hou
ld m
atc
h th
e c
riteria
for a
ll of th
ese
.
As a
n e
xa
mp
le o
bje
ctiv
es m
od
ified fo
m a
rea
l pro
ject
To h
ave
de
lievere
d a
min
imu
m o
f six
se
ssio
ns o
f a p
artic
ula
r fun
de
d p
roje
ct, to
120
stu
de
nts
by M
arc
h
20
11
?
Co
urs
e: C
SY
M0
23
29
The
pro
ject is
to d
elie
ve
red
to a
t lea
st s
ix s
essio
ns (S
pe
cific
) to 1
20
stu
de
nts
(this
with
the s
ix s
essio
ns is
m
ea
sura
ble
). Yo
u m
ake th
e ju
dg
em
ent a
bou
t how
rea
listic
an
d a
ch
ieva
ble
it is. It a
lso
ha
s a
sp
ecifie
d
time
limit (T
ime
ly)
Ca
n y
ou
refin
e th
is?
Co
urs
e: C
SY
M0
23
30
To
pic
: S
elf T
est
No
w p
lea
se
do
the
follo
win
g
(i) Se
t a s
ing
le a
im fo
r yo
ur re
se
acrh
.
(ii) Se
t thre
e o
bje
ctiv
es fo
r yo
ur re
se
arc
h
(iii) Whe
n p
arts
(i) an
d (ii) 's
wap
' yo
ur a
im a
nd o
bje
ctiv
es w
ith a
no
the
r mem
be
r of th
e g
rou
p fo
r the
ir co
mm
en
t.
(iv) T
hin
gs fo
r the c
on
sid
er a
s th
e re
vie
wer:
Are
the
ob
jectiv
es S
MA
RT
Do
es th
e a
im g
ive
a g
ene
ral o
ve
rvie
w o
f the
rese
arc
h to
be d
on
e?
Fro
m th
e a
im a
nd
the
ob
jectiv
e c
an y
ou s
ee
• H
ow
the
pro
jects
will b
e a
chie
ve
d?
• W
hen
will th
e o
bje
ctiv
es b
e m
et?
• Is
the p
roje
ct re
alis
tic a
nd
ach
ievab
le?
• C
an
yo
u s
ee h
ow
the
su
cce
ss o
f the
ob
jectiv
es w
ill be
me
asu
red?
• Is
that m
ea
su
re a
ppro
pria
te?
(v) W
he
n ta
sk (iv
) is c
om
ple
ted
giv
e y
ou
r feed
ba
ck a
nd
su
gg
estio
ns to
the
pers
on
wh
o s
et th
e a
im a
nd
o
bje
ctiv
e fo
r the
ir co
nis
dera
tion
.
(vi) M
ake
an
y c
ha
ng
es to
yo
ur o
bje
ctiv
es a
nd
aim y
ou
fee
l are
ap
pro
pria
te a
nd
sw
ap
the
m w
ith a
d
iffere
nt p
ero
sn
in th
e g
rou
p a
nd re
pe
at (iii) a
nd (iv
).
Answ
er fo
r this
qu
estio
n c
an
be
writte
n in
the
sp
ace
pro
vid
ed
be
low
.
Co
urs
e: C
SY
M0
23
31
Co
urs
e: C
SY
M0
23
32
Pla
nn
ing
an
d s
ou
rces
Le
ss
on
Co
nte
nts
Intro
ductio
n
Pla
nn
ing
too
ls
To
pic
Use o
f Lib
rary
So
urc
es 1
Use o
f the
Inte
rne
t
Ele
ctro
nic
jou
rna
ls
Co
urs
e: C
SY
M0
23
33
To
pic
: In
trod
uctio
n
He
re is
a s
um
ma
ry o
f thin
gs th
at y
ou
sh
ou
ld c
on
sid
er w
hen
ca
rryin
g o
ut a
litera
ture
se
arc
h.
1. S
ele
ct a
top
ic: T
his
is a
rela
tive
ly o
bvio
us s
tartin
g p
oin
t. Yo
u m
ay, h
ow
eve
r, ha
ve s
eve
ral o
ptio
ns
in m
ind
for a
rese
arc
h to
pic
, an
d s
ele
ct th
e m
osta
ppro
pria
te o
ne
de
pe
nd
en
t on p
relim
ina
ry re
ad
ing
.
2. D
efin
e th
e te
rmin
olo
gy: T
hin
k c
learly
ab
ou
t wh
at y
ou m
ean
to a
ch
ieve fro
m y
ou
r rese
arc
h to
pic
.
Se
t yo
urs
elf ta
rge
ts, a
nd th
ink a
bo
ut th
e c
onte
xt in
wh
ich
yo
ur re
se
arc
h is
set.
3 D
efin
e p
ara
me
ters
: Se
t yo
urs
elf p
ara
me
ters
in th
e a
rea
of y
our re
se
arc
h. E
.g. w
ha
t is th
e tim
e
pe
riod
of th
e s
tud
y (1
99
0 to
the
pre
sen
t da
y) o
r wh
at s
ecto
r (inte
rne
t ap
plic
atio
ns in
the
leis
ure
in
du
stry
).
4 L
ist p
os
sib
ly re
late
d s
ou
rce
s: T
hin
k a
bo
ut p
ossib
le a
ltern
ativ
es to
find
ing
info
rma
tion
on
yo
ur
ch
osen
top
ic. F
or e
xa
mp
le, y
ou
ma
y fin
d in
form
atio
n o
n lift fire
da
ma
ge
un
de
r bu
ildin
g fire
da
ma
ge
, or
fire b
riga
de re
po
rts e
tc.
5 S
ele
ct s
ou
rce
s: U
se
a s
ub
ject-b
ase
d a
pp
roa
ch
with
the
term
s s
ele
cte
d a
bo
ve. M
ake
a n
ote
of
libra
ry c
lassific
atio
ns a
nd
ind
exe
s, a
s y
ou
ma
y w
ell fin
d re
late
d in
form
atio
n in
this
su
bje
ct a
rea. O
ne
so
urc
e o
f refe
ren
ce
will in
va
riab
ly re
su
lt in a
‘ca
scad
e’ to
pro
du
ce fu
rthe
r use
ful s
ou
rces.
Co
urs
e: C
SY
M0
23
34
To
pic
: P
lann
ing to
ols
We g
oin
g to
loo
k a
t so
me
so
ftwa
re to
ols
tha
t can
be
use
d to
he
lp s
tructu
re a
nd
pla
n y
ou
r wo
rk.
Te
ch
niq
ue
D
eta
il
Min
dm
ap
s
Min
d m
ap s
oftw
are
allo
w y
ou o
rga
niz
e th
ou
gh
ts, b
rain
sto
rmin
g id
eas o
r list m
akin
g in
to
a d
esira
ble
min
d m
ap d
iag
ram
. As M
ind
ma
pp
ing
dia
gra
m is
usefu
l be
ca
use
it rep
rese
nt w
ord
s, id
ea
s, ta
sks, o
r oth
er ite
ms lin
ke
d to
and
arra
ng
ed
aro
un
d a
ce
ntra
l ke
y
wo
rd o
r ide
a. P
lus m
ore
, Min
d m
aps a
re u
se
d to g
en
era
te, v
isu
aliz
e, s
tructu
re,
an
d c
lassify id
eas, a
nd a
s a
n a
id in s
tud
y.
Exa
mp
les c
an
be
fou
nd
at:
http
://bu
bbl.u
s
http
s://b
ub
bl.u
s/b
eta
/
http
://ww
w.m
ap
ul.c
om
/#
http
://ww
w.te
ch
mix
er.c
om
/free
-on
line-m
ind
-ma
pp
ing
-to-d
raw
-min
d-m
ap
-dia
gra
m/
Co
urs
e: C
SY
M0
23
35
Activ
ity/d
ecis
io
n
Dia
gra
m
You
ca
n u
se
activ
ity d
iagra
ms/n
etw
ork
s to
help
with
pla
nn
ing
wh
he
n a
ctiv
ities n
eed
to b
e d
one
.
A u
sefu
l free d
ow
nlo
ad is
QS
EE
lite ( h
ttp://w
ww
.lee
dsm
et.a
c.u
k/q
see
/co
mp
lete
.htm
) wh
ich
wa
s
se
vera
l diffe
ren
t tools
Gan
tt C
har
t
A s
imp
le v
isu
al to
ol fo
r pro
ject s
che
du
ling
, bre
akin
g th
e w
ork
do
wn
into
tasks. It illu
stra
te th
e
Co
urs
e: C
SY
M0
23
36
sta
rt an
d fin
ish
date
s o
f the ta
sk.
A d
ow
nlo
ada
ble
free
pie
ce
of s
oftw
are
can
be
foun
d a
t: http
://ww
w.g
anttp
roje
ct.b
iz/
This
so
ftwa
re w
as u
se
d to
pro
du
ce
the
ch
art a
bo
ve
.
Spre
ad
she
et p
acka
ges c
an
be
use
d to
do th
is a
s w
ell.
Co
urs
e: C
SY
M0
23
37
To
pic
: U
se o
f Lib
rary
So
me
of th
e p
itfalls
of ju
st g
oin
g to
the
libra
ry a
nd
se
e w
ha
t ha
pp
en
s a
re h
igh
ligh
ted
on
the
w
ebsite
(http
://ww
w.a
llena
nd
un
win
.co
m/e
stu
dy/re
se
arc
h.a
sp
#re
se
arc
h)
thou
gh
it was w
ritten
for u
nd
erg
rad
ua
te s
tud
en
ts, s
om
e o
f the
pitfa
llsa
nd a
dvic
e is
the s
am
e.
Th
e m
ain
bits
of a
dvic
e b
ein
g:
- If in d
ou
bt a
sk th
e lib
rary
sta
ff for h
elp
;
- Get to
kn
ow
the la
yo
ut o
f the
libra
ry, fo
r exa
mp
le w
he
re th
e b
oo
ks a
nd
journ
als
like
ly to
use a
nd
w
here
the
ph
oto
co
pie
rs a
re.
Ca
rryin
g la
rge n
um
be
rs o
f bo
oks fro
m tw
o flo
ors
up
seve
ral tim
es c
an
get a
bit tirin
g;
- Set th
e g
oa
l of w
hy yo
u a
re g
oin
g in
to th
e lib
rary
. Kn
ow
wh
y y
ou
are
go
ing
into
the
libra
ry o
n th
is
da
y. It is
ea
sy to
ge
t dis
tracte
d,
if you
find
so
me
thin
g th
at m
ight b
e a
n in
tere
stin
g la
ter in
the
rese
arc
h, m
ake
a n
ote
of it fo
r ano
the
r tim
e.
- Set re
alis
tic tim
e lim
its fo
r ho
w lo
nge
r you
are
go
ing to
sta
y in
the
re.
- Acce
pt y
ou
r pro
ba
bly
ne
ve
r go
ing
to 1
00
%, n
o q
ue
stio
n, fu
ll kno
wle
dge
of e
very
thin
g th
at h
as b
ee
n
pu
blis
he
d. T
his
can
lea
d to
‘We
ll, I no
t su
re I h
ave e
no
ug
h to
sta
rt’. Sta
rt the
litera
ture
revie
w, a
nd
ch
an
ge
if nece
ssary
, late
r.
Co
urs
e: C
SY
M0
23
38
To
pic
: S
ou
rce
s 1
Th
ese
aH
avin
g s
ele
cte
d a
top
ic, d
efin
ed
the
term
ino
log
y a
nd
pa
ram
ete
rs, a
nd
se
lecte
d a
pp
ropria
te
se
arc
h te
rms, y
ou
are
in a
po
sitio
n to
be
gin
lookin
g fo
r mate
rials
. Here
is a
brie
f sum
mary
of p
ossib
le
so
urc
es o
f info
rma
tion
:
1 B
oo
ks
A u
se
ful to
ol is
the
Britis
h N
atio
na
l Bib
liogra
ph
y (B
NB
) or N
atio
nal e
qu
iva
len
t for th
ose
ou
tsid
e th
e
U.K
., wh
ich
sh
ou
ld b
e a
va
ilab
le in
most p
ublic
libra
ries. It lis
ts a
ll bo
oks a
vaila
ble
, as w
ell a
s s
om
e
go
ve
rnm
ent p
ublic
atio
ns. T
he
ind
ex m
ay g
ive
yo
u s
om
e id
ea
of o
ther re
late
d te
rms y
ou
ha
ve n
ot
thou
gh
t of. M
ost lib
rarie
s a
lso h
ave
a c
om
pu
teris
ed
ca
talo
gu
e th
at y
ou c
an
use
wh
en
se
arc
hin
g.
2 J
ou
rna
ls a
nd
Artic
les
Sh
ou
ld b
e y
ou
r ma
in s
ou
rce
of in
form
atio
n. F
or m
ore
spe
cific
and
rece
nt m
ate
rial, y
ou
sh
ou
ld c
on
su
lt a
pp
ropria
te jo
urn
als
. Th
e lib
rary
ma
y h
ave
so
me
ele
ctro
nic
me
ans o
f se
arc
hin
g fo
r a p
artic
ula
r jou
rna
l o
r artic
le, o
r yo
u m
ay h
ave
to c
on
su
lt the in
de
x.
Most jo
urn
als
pu
blis
h a
co
mp
lete
inde
x fo
r the
yea
r. An e
ve
r incre
asin
g a
mo
un
t of jo
urn
als
are
a
va
ilab
le o
n th
e In
tern
et.
3 D
ata
ba
se
s
Man
y s
pe
cific
da
tab
ase
s re
latin
g to
jou
rna
ls a
nd
ab
stra
cts
can
be fo
un
d o
n th
e In
tern
et. S
om
e o
f th
ese
are
free a
nd o
thers
yo
u m
ust p
ay to
ga
in a
cce
ss. M
an
y a
re s
ub
scrib
ed
to b
y U
oN
lea
rnin
g
reso
urc
es, e
.g. th
e ‘W
eb o
f Scie
nce’ a
nd
yo
u s
ho
uld
co
nta
ct th
e F
acu
lty o
f Ap
plie
d S
cie
nce
s lib
raria
n,
or th
e h
elp
de
sk fo
r mo
re in
form
atio
n o
f wh
at is
ava
ilab
le a
nd h
ow
to g
ain
acce
ss. T
he
y w
ill als
o b
e
ab
le to
assis
t you
with
findin
g in
form
atio
n fo
r yo
ur re
se
arc
h to
pic
, and
with
the
loan
of b
ooks a
nd
jo
urn
als
from
oth
er lib
rarie
s (in
ter-lib
rary
loan
s). G
o to
the
ir web
site
at
http
://ww
w.n
orth
am
pto
n.a
c.u
k/lrs
/inde
x.h
tml fo
r more
de
tails
.
4 T
he
ses a
nd
dis
se
rtatio
ns
Th
ese
s a
re a
usefu
l too
l to s
ee
wh
at w
ork
has b
ee
n d
one
, or is
cu
rren
tly b
ein
g d
on
e in
yo
ur s
ub
ject.
An
ind
ex a
nd a
bstra
ct is
gene
rally
ava
ilable
in a
ca
de
mic
libra
ries (e
ithe
r ele
ctro
nic
or p
rinte
d).
So
me
the
se
s a
re a
vaila
ble
for in
ter-lib
rary
loa
n, a
nd
som
e m
ay n
ot b
e re
lease
d. T
his
de
pe
nds o
n th
e
co
nfid
en
tiality
of in
form
atio
n c
on
tain
ed
in th
e th
esis
.
Th
e a
bo
ve
list o
f refe
rence
so
urc
es is
far fro
m e
xh
au
stiv
e, a
nd
yo
u m
ay w
ell fin
d o
ther u
sefu
l
info
rma
tion in
pla
ce
s s
uch
as m
an
ufa
ctu
rers’ c
ata
log
ue
s, in
tern
al c
om
pan
y d
ata
sh
ee
ts, e
xte
rna
lly
pro
du
ce
d re
po
rts a
nd p
ap
ers
etc
.
Th
e k
ey re
ally
is to
try a
nd lo
ca
te a
s m
uch
rele
va
nt m
ate
rial a
s y
ou
ca
n w
ithin
the tim
e a
llow
ed
, bu
t n
ot to
be
too
am
bitio
us. Y
ou
will a
lwa
ys w
an
t to o
bta
in m
ore
info
rma
tion
, bu
t mu
st re
sis
t the
tem
pta
tion
at th
e e
xp
en
se
of d
ep
rivin
g o
the
r are
as o
f you
r dis
se
rtatio
n w
ork
.
Co
urs
e: C
SY
M0
23
39
To
pic
: U
se o
f the In
tern
et
Lik
e th
e lib
rarie
s b
eca
use
of th
e v
ast a
mou
nt o
f info
rma
tion
that is
availa
ble
on
-line
the
use o
f the
in
tern
et h
as it is
po
sitiv
e a
nd n
eg
ativ
e a
sp
ects
.
Fo
r an
inte
rne
t co
mp
utin
g it h
ad
se
e h
ow
yo
u g
ot h
ere
with
ou
t usin
g s
earc
h e
ng
ine
s, s
o w
e w
ill no
t d
iscu
ss h
ow
to u
se th
em
. The
pro
ble
m w
ith th
ese is
the
am
ou
nt o
f info
rmatio
n p
rod
uce
d a
nd
the
re
liab
ility o
f the
info
rma
tion
. An
yo
ne
ca
n p
rod
uce a
we
bp
ag
e a
nd
the
info
rma
tion
is n
ot a
lwa
ys
revie
we
d b
y a
nyb
od
y (m
ore
so
than
jou
rnals
an
d b
oo
ks) s
o is
no
t ne
ce
ssarily
co
rrect. T
he
sh
ee
r a
mo
un
t of in
form
atio
n c
an
be
ap
rob
lem
.
As a
n e
xp
erim
en
t, try th
is U
RL fo
r inte
rne
t co
mp
utin
g re
se
arc
h
http
://ww
w.g
oo
gle
.co
.uk/s
ea
rch
?h
l=e
n&
q=
inte
rne
t+co
mp
utin
g+
rese
arc
h&
meta
=
At th
e tim
e o
f writin
g th
is h
ad
ab
out 1
5 5
00 0
00
resu
lts, s
o m
an
y to
wo
rk th
roug
h.
So
su
gg
estio
ns o
f ho
w to
use th
em
:
- Sta
rting w
ith th
e m
ore
obvio
us c
ha
ng
e th
e s
earc
h to
be
mo
re s
pe
cific
. Fo
r exa
mp
le in
ste
ad
of ju
st
inte
rne
t co
mp
utin
g re
se
arc
h, m
ake
it mo
re s
pe
cific
by lo
okin
g fo
r exa
ct p
hra
se
s “in
tern
et c
om
putin
g
rese
arc
h”
(http
://ww
w.g
oo
gle
.co
.uk/s
ea
rch
?h
l=en
&q
=%
22
inte
rne
t+co
mpu
ting
+re
se
arc
h%
22
&m
eta
= ) w
hic
h
red
uce
d it d
ow
n to
17
8 re
su
lts.
- Aim
to m
ain
ly u
se
site
s fo
r ide
ntifia
ble
so
urc
es.
- Aim
to s
ites s
pecific
yo
u b
elie
ve
to b
e re
sp
ecta
ble
.
Co
urs
e: C
SY
M0
23
40
To
pic
: E
lectro
nic
jou
rnals
A lo
t of e
lectro
nic
jou
rna
ls a
re n
ow
ava
ilab
le. L
ibra
ries o
ften
ha
ve
ele
ctro
nic
so
urc
es(h
ttp://lib
rary
.no
rtham
pto
n.a
c.u
k/d
ata
ba
se
s/in
de
x.p
hp
?vie
w=
az) fo
r se
arc
hin
g th
rou
gh th
em
. S
om
etim
es th
ese
ne
ed
a s
pe
cific
use
rnam
e to
ge
t acce
ss, s
o y
ou
wo
uld
ne
ed
to th
e ta
lk to
the lib
rary
sta
ff.
Co
urs
e: C
SY
M0
23
41
Re
vie
win
g L
itera
ture
Le
ss
on
Co
nte
nts
Intro
ductio
n
Wha
t to d
o?
Exe
rcis
e 1
Wha
t is th
is L
itera
ture
Revie
w?
Fin
din
g in
form
atio
n
Wha
t ne
ed
s to
be re
co
rde
d
Bib
liog
rap
hic
Softw
are
Quo
ting
Exe
rcis
e
Co
urs
e: C
SY
M0
23
42
To
pic
: In
trod
uctio
n
An
y p
iece
of re
se
arc
h, irre
sp
ectiv
e o
f its m
eth
od
or s
cale
, will in
vo
lve
rea
din
g a
bo
ut w
hat o
the
r pe
op
le
ha
ve
alre
ad
y w
ritten
or d
isco
ve
red
abo
ut th
is a
rea. T
his
info
rma
tion
will b
e u
se
d to
su
pp
ort o
r refu
te
yo
ur o
wn fin
din
gs a
nd
tho
ug
hts
on
the
su
bje
ct. W
hils
t, for s
ma
ll-sca
le re
sea
rch
, yo
u w
ill no
t be
re
qu
ired
to p
rod
uce
a d
efin
itive
acco
un
t of a
ll of th
e m
ate
rial a
nd
rese
arc
h fo
r yo
ur c
ho
se
n to
pic
, yo
u
will n
ee
d to
de
mo
nstra
te th
at y
ou
ha
ve a
gra
sp o
f the
cu
rren
t sta
te o
f kn
ow
led
ge.
Idea
lly, th
e m
ajo
rity o
f yo
ur re
ad
ing
an
d lite
ratu
re s
ea
rch
ing
sh
ou
ld b
e in
the
ea
rly s
tage
s o
f yo
ur
pe
riod
of re
se
arc
h. In
pra
ctic
e, h
ow
eve
r, a n
um
be
r of a
ctiv
ities a
re u
su
ally
‘on th
e g
o’ a
t any o
ne
time
, a
nd
yo
ur lite
ratu
re s
ea
rch
ing
an
d re
vie
win
g m
ay s
pill o
ver in
to o
the
r are
as o
f you
r resea
rch
pro
po
sal
ou
tline
. Yo
u n
eed
to ta
ke c
are
tha
t rea
din
g d
oe
s n
ot ta
ke
up m
ore
time
tha
n y
ou
ha
ve a
llow
ed
. It is
rare
ly p
ossib
le to
ob
tain
all th
e s
ou
rce
s o
f ma
teria
l yo
u re
qu
ire, a
t the tim
e w
he
n y
ou
wa
nt th
en
, so
yo
u w
ill ine
vita
bly
ha
ve
to re
-org
an
ise
yo
ur p
lan
s w
hile
yo
u a
re w
aitin
g.
Co
urs
e: C
SY
M0
23
43
To
pic
: W
hat to
do
?
Re
ad
ing
as m
uch
mate
rial a
s tim
e a
llow
s a
bo
ut y
ou
r rese
arc
h to
pic
ma
y g
ive
yo
u p
len
ty o
f ide
as o
n
ho
w b
est to
ap
pro
ach
you
r resea
rch
. It ma
y a
lso
giv
e y
ou
ide
as a
bo
ut h
ow
you
co
uld
cla
ssify
an
d
pre
se
nt th
e in
form
atio
n y
ou
gath
er. Y
ou m
ay e
ven
de
cid
e to
gath
er s
om
e d
ata
of y
ou
r ow
n fo
r a
na
lysis
.
It is n
ot s
uffic
ient fo
r yo
ur re
se
arc
h to
me
rely
pre
se
nt a
nd d
escrib
e in
form
atio
n a
nd fa
cts
that y
ou
find.
Yo
u m
ust o
rga
nis
e in
form
atio
n in
to a
co
he
ren
t pa
ttern
, an
d p
rovid
e a
ratio
na
l dis
cu
ssio
n o
f yo
ur o
wn
th
ou
gh
ts g
ive
n y
ou
r find
ing
s.
As y
ou
rea
d:
• yo
u m
ust b
egin
to g
et in
to th
e h
abit o
f critic
ally
an
aly
sin
g w
ha
t oth
er p
eo
ple
ha
ve
pre
sen
ted
on
yo
ur re
se
arc
h to
pic
.
• Y
ou
will a
lso
beg
in to
se
e re
latio
nsh
ips to
oth
er is
su
es.
Th
is w
ill giv
e y
ou
so
me
ide
as o
n h
ow
to o
rgan
ise y
ou
r ow
n re
se
arc
h a
nd
are
es
se
ntia
l sk
ills fo
r an
M
Sc
Dis
sera
tion
/ Res
ea
rch
Stu
de
nt
Co
urs
e: C
SY
M0
23
44
To
pic
: E
xerc
ise 1
Ok, le
ts w
ork
thro
ug
h s
om
e m
ate
rial o
n re
fere
ncin
g.
We a
re g
oin
g to
loo
k:
• W
hy w
e re
fere
nce
?
• H
ow
we
refe
rence
?
• H
ow
to b
e c
on
stru
ct a
refe
ren
ce?
• H
ow
do w
e u
se
refe
ren
ce
s w
ith in
the te
xt?
http
://ww
w.g
lom
ake
r.org
/sam
ple
s/G
LO
Ma
ke
r_R
ef_
bo
oks/G
LO
_P
laye
r.htm
l
Co
urs
e: C
SY
M0
23
45
To
pic
: W
hat is
this
Lite
ratu
re R
evie
w?
Fo
r the d
isse
rtatio
n, y
ou
are
req
uire
d to
und
erta
ke
a lite
ratu
re re
vie
w. T
he
pu
rpose
of th
is re
vie
w is
for
yo
u to
inve
stig
ate
wh
at in
form
atio
n a
lrea
dy e
xis
ts o
n y
ou
r pa
rticu
lar c
ho
se
n to
pic
. It is s
ho
uld
be
more
than
mere
ly a
‘list’ o
r ‘accou
nt’ o
f the
so
urc
es o
f info
rma
tion
that y
ou
ha
ve
co
nsu
lted
. It sh
ou
ld
de
mo
nstra
te th
at y
ou
have
stu
die
d e
xis
ting
wo
rks in
yo
ur fie
ld o
f inte
rest, a
nd h
ave
ap
pra
ise
d th
em
w
ith s
om
e c
ritica
l insig
ht.
Writin
g a
go
od
litera
ture
revie
w c
an
be
a d
em
an
din
g p
roc
es
s! It s
hou
ld p
rovid
e th
e re
ad
er, a
lbeit
in a
su
ccin
ct fo
rm, w
ith th
e c
on
text in
wh
ich
the
rese
arc
h is
bein
g u
nd
erta
ke
n –
wh
y are
yo
u d
oin
g th
is
an
d w
ha
t has a
lrea
dy b
ee
n d
one
.
It sh
ou
ld in
clu
de:
• th
e c
urre
nt s
tate
of k
no
wle
dge
• m
ajo
r qu
estio
ns in
the fie
ld o
f inte
rest;
• so
me o
f yo
ur o
wn th
oug
hts
an
d id
ea
s, b
acke
d-u
p b
y th
e s
ourc
es re
ferre
d to
.
It is a
co
mm
on
erro
r to ju
st p
ut d
ow
n a
list o
f this
pe
rso
n s
aid
this
, etc
. It sh
ould
be
a lo
t mo
re g
ivin
g
the re
ad
er a
sen
se
of w
ha
t yo
u th
ink a
nd
ho
w it re
late
s to
yo
ur w
ork
.
Th
ere
are
ma
ny g
oo
d s
ou
rce
s o
f gu
ida
nce
into
critic
ally
revie
win
g lite
ratu
re, a
nd
dis
cu
ssio
n o
f the
‘litera
ture
revie
w’ p
roce
ss in
va
riab
ly occu
rs in
all b
oo
ks o
n re
sea
rch
meth
od
s a
nd
tech
niq
ues. T
ake
a
look a
t so
me
of th
e re
co
mm
en
de
d b
oo
ks o
n th
e b
oo
k lis
t for th
is m
od
ule
,and
you
will b
e a
ble
to fin
d
so
me
exa
mp
les.
Co
urs
e: C
SY
M0
23
46
To
pic
: F
ind
ing in
form
atio
n
We w
ill com
e b
ack to
this
top
ic la
ter in
the
mod
ule
. Just to
sta
rt with
, he
re a
re s
om
e k
ey p
oin
ts.
In o
rder to
pro
ce
ed
with
yo
ur lite
ratu
re re
vie
w, it fo
llow
s th
at y
ou
mu
st b
eg
in b
y lo
catin
g in
form
atio
n
reg
ard
ing
yo
ur c
ho
se
n s
ub
ject. If yo
u a
re g
iven
a to
pic
to in
ve
stig
ate
, the
n y
ou
ma
y a
lso
be
giv
en
a
pre
limin
ary
list o
f refe
ren
ce s
ou
rces. If y
ou
ha
ve
cho
se
n y
our o
wn
top
ic, y
ou
will n
ee
d to
find
ou
t for
yo
urs
elf w
ha
t ha
s b
ee
n p
ub
lish
ed in
yo
ur fie
ld, e
ve
n if tim
e o
nly
pe
rmits
you
to re
ad
a s
ele
ctio
n o
f b
oo
ks a
nd
artic
les.
Wha
teve
r yo
ur to
pic
, it is im
po
rtan
t that y
ou
co
nsid
er th
e fo
llow
ing
ke
y p
oin
ts:
1. T
ry to
find
the m
ost re
levan
t pub
lish
ed m
ate
rials
as q
uic
kly
as y
ou
ca
n. R
em
em
ber, th
e b
ulk
of y
ou
r re
ad
ing
sh
ou
ld c
om
e a
t the b
egin
nin
g o
f yo
ur d
isse
rtatio
n s
tud
ies.
2. A
vo
id g
ettin
g to
o b
og
ge
d d
ow
n. T
he lite
ratu
re re
vie
w o
nly
form
s a
pa
rt of y
ou
r dis
se
rtatio
n. It w
ill not
be
po
ssib
le in
the
time p
erio
d fo
r yo
u to
rea
d e
very
thin
g w
ritten
on y
ou
r ch
ose
n to
pic
. Try
to b
e
se
lectiv
e.
3. G
et in
to th
e h
ab
it of re
cord
ing
an
d c
ate
go
risin
g in
form
atio
nfo
un
d d
urin
g y
ou
r rea
din
g, s
o th
at it m
ay
be
mo
re e
asily
use
d a
t a la
ter d
ate
. (We w
ill dis
cu
ss th
is la
ter)
Co
urs
e: C
SY
M0
23
47
To
pic
: W
hat n
ee
ds to
be re
co
rded
Wh
ich
eve
r refe
ren
cin
g s
yste
m y
ou c
ho
ose
(mo
re o
n th
is la
ter), y
ou w
ill alw
ays n
ee
d to
record
the
fo
llow
ing
de
tails
of s
ou
rce
s
Bo
oks
• A
uth
or’s
su
rna
me
, fore
na
me
or in
itials
• D
ate
of p
ublic
atio
n
• T
itle (u
nd
erlin
ed
)
• P
lace o
f pu
blic
atio
n
• N
am
e o
f pu
blis
he
r
• Y
ou
r Co
mm
en
ts a
nd
No
tes
jou
rna
ls:
• A
uth
or(s
)
• T
itle o
f jou
rnal
• V
olu
me n
um
be
r
• D
ate
of is
su
e
• P
ag
e n
um
bers
• P
ub
lish
er
• IS
SN
Nu
mb
er
• Y
ou
r Co
mm
en
ts
Fo
r artic
les in
co
llectio
ns (i.e
. in a
boo
k):
• A
uth
or/e
dito
r
• D
ate
• T
itle o
f bo
ok
• P
lace o
f pu
blic
atio
n
• N
am
e o
f pub
lish
er
• P
ag
e n
um
bers
• Y
ou
r Co
mm
en
ts
Co
urs
e: C
SY
M0
23
48
To
pic
: B
iblio
gra
phic
Softw
are
Th
ere
are
so
ftwa
re a
ltern
ativ
es (a
nd
so
me
fee
l mo
re a
ppro
pria
te) to
the
ca
rd in
de
x th
at d
oes th
e s
am
e
thin
g.
Th
e firs
t and
sim
ple
st is
to s
et u
p y
ou
r ow
n d
ata
ba
se
or s
pre
ad
sh
ee
t to s
tore
them
.
Alte
rnativ
ely
the
re a
re s
pe
cia
list s
oftw
are
that d
oe th
is b
ut w
ill als
o lin
k th
e re
fere
nce
into
a W
ord
d
ocu
me
nt (e
.g. y
our d
isse
rtatio
n). E
nd
No
te is
a w
ide
ly u
se
d c
om
me
rcia
l pa
cka
ge
. Th
ere
are
a
ltern
ativ
e o
pe
nso
urc
e (i.e
free
) pa
ckag
e s
uch
as B
ibu
s a
vaila
ble
. Ha
ve
a lo
ok a
t the
follo
win
g U
RL
it co
nta
ins a
com
pa
rison
of v
ario
us ty
pe
s
http
://en.w
ikip
ed
ia.o
rg/w
iki/C
om
pa
riso
n_
of_
refe
ren
ce
_m
an
ag
em
en
t_softw
are
Co
urs
e: C
SY
M0
23
49
To
pic
: Q
uo
ting
Yo
u m
ay w
ish
to u
se d
irect q
uo
tatio
ns in
yo
ur d
isse
rtatio
n in
ord
er to
illustra
te a
po
int, o
r to a
dd a
n
extra
dim
en
sio
n to
an
arg
um
en
t. It is im
po
rtan
t tha
t yo
u m
ake
an
accu
rate
an
d fu
ll co
py o
f an
y
po
ten
tial q
uo
tatio
n y
ou
wis
h to
use, in
clu
din
g fu
ll de
tails
of th
e s
ourc
e fro
m w
hic
h it c
am
e. Q
uo
ted
mate
rial s
hou
ld b
e p
rese
nte
d a
s in
the
‘refe
ren
cin
g g
uid
e’ in
clu
ded
, and
an
y w
ord
s th
at h
ave
be
en
left
ou
t mu
st b
e m
ad
e c
lea
r to th
e re
ad
er. T
he
so
urc
e o
f the q
uo
te m
ust b
e s
uita
bly
ackn
ow
ledg
ed
.
Co
urs
e: C
SY
M0
23
50
To
pic
: E
xerc
ise
With
yo
ur d
isse
rtatio
n id
ea
in m
ind
. No
w h
ave
a g
o a
t the
follo
win
g ta
sks.
Ta
sk
A
ctiv
ity
1
Fin
d th
ree
refe
ren
ce
s th
at re
late
to y
ou
r dis
se
rtatio
n id
ea
.
2
Usin
g th
e re
fere
nces fo
und
du
ring ta
sk 1
, write
a 2
50
-50
0 w
ord
su
mm
ary
(not in
clu
din
g th
e
refe
ren
ce lis
t)
Ad
d th
e re
fere
nce
list (u
sin
g H
arv
ard
Re
fere
ncin
g) a
s w
ell a
t the e
nd.
3
No
w p
ost y
our s
um
ma
ry o
n y
ou
r Univ
ers
ity w
eb
are
a.
Co
urs
e: C
SY
M0
23
51
Ke
eep
ing
Rec
ord
s
Le
ss
on
Co
nte
nts
Intro
ductio
n
Makin
g N
ote
s
Ke
ep
ing
No
tes
Lo
g b
ook
Re
co
rd A
ctiv
ity
Co
urs
e: C
SY
M0
23
52
To
pic
: In
trod
uctio
n
An
essen
tial p
art o
f the
rese
arc
h p
roce
ss is
ke
epin
g a
ccu
rate
record
s a
nd
no
tes o
f you
r find
ings.
Th
rou
gh
ou
t yo
ur re
se
arc
h y
ou
will in
evita
bly
make
refe
rence
to m
an
y s
ourc
es o
f info
rma
tion
, and
ma
y
als
o g
ath
er d
ata
for a
na
lysis
. It is im
porta
nt th
at a
ll thro
ug
h th
is re
se
arc
h y
ou
ke
ep
an
accura
te a
nd
w
ork
ab
le re
co
rd o
f all o
f this
info
rma
tion
in o
rde
r to b
e a
ble
to c
arry
out la
ter a
na
lysis
or re
fer to
, and
p
rod
uce th
e fin
al d
isse
rtatio
n w
rite-u
p.
He
re a
re tw
o s
imple
exam
ple
s o
f wh
y k
eep
ing
accu
rate
reco
rds is
so im
porta
nt:
1. Y
ou
ma
y d
iscard
info
rmatio
n, w
hic
h y
ou
wis
h to
use la
ter. T
his
co
uld
be
info
rma
tion
, wh
ich
, at th
e
time
, ma
y s
ee
m u
nim
po
rtan
t to y
ou
ma
y la
ter p
rove
just w
ha
t yo
u n
ee
d. W
itho
ut c
lea
r and
co
nsis
ten
t re
co
rd k
ee
pin
g, y
ou
ma
y n
eve
r find
yo
ur w
ay b
ack to
this
sou
rce
.
2. Y
ou
ma
y b
e u
na
ble
to u
se
a s
ou
rce o
f info
rmatio
n o
n w
hic
h y
ou h
ave
ma
de
inco
mp
lete
or u
ncle
ar
no
tes. T
his
co
uld
ha
ve
be
en
a u
se
ful s
ou
rce
, bu
t yo
u c
an
no
t be
use
d in
the d
isse
rtatio
n if y
ou
ha
ve
n
ot re
cord
ed
the
au
tho
r and
pu
blic
atio
n d
eta
ils. Y
ou
ma
y th
en
ha
ve to
sp
end
ma
ny h
ou
rs try
ing
to
locate
the
orig
inal s
ou
rce
.
Th
ere
a fe
w ‘g
old
en
rule
s’ to
help
yo
u k
eep
track o
f this
va
lua
ble
info
rma
tion
– a
ll of w
hic
h a
re
rela
tive
ly c
om
mo
n s
ense!
Co
urs
e: C
SY
M0
23
53
To
pic
: M
akin
g N
ote
s
Th
e a
mo
un
t of n
ote
makin
g y
ou
do
, and
the fo
rm it ta
ke
s w
ill de
pe
nd
on
yo
ur re
se
arc
h to
pic
. An
an
aly
tica
l topic
ma
y re
qu
ire th
at yo
u re
co
rd v
ast a
mou
nts
of d
ata
usin
g a
co
mp
ute
r, wh
ere
as a
litera
ture
-ba
se
d to
pic
ma
y re
qu
ire n
o ‘d
ata’ b
ut re
fere
nce
to m
an
y b
oo
ks a
nd
jou
rnals
.
Wha
teve
r yo
ur to
pic
, yo
u s
ho
uld
aim
to k
ee
p y
our n
ote
s a
s b
rief a
s p
ossib
le w
itho
ut lo
sin
g th
e d
eta
il of
wh
at y
ou
are
tryin
g to
reco
rd.
En
din
g u
p w
ith v
ast re
am
s o
f no
tes m
ay p
rove
of little
va
lue
whe
n y
ou
co
me
to o
rga
nis
e th
em
for y
ou
r w
rite-u
p. If y
ou
ha
ve a
rela
tive
ly c
lea
r ide
a o
f yo
ur re
se
arc
h to
pic
be
fore
sta
rting
, the
n y
ou m
ay b
e a
ble
to
take fe
wer n
ote
s.
If you
jud
ge
tha
t yo
u m
ay n
ee
d a
pa
rticu
lar s
ou
rce
at a
late
r da
te, b
ut n
ot a
t pre
sen
t, the
n y
ou
ne
ed
o
nly
record
a b
are
outlin
e o
f its d
eta
ils.
Co
urs
e: C
SY
M0
23
54
To
pic
: K
ee
pin
g N
ote
s
Th
e firs
t decis
ion
tha
t yo
u m
ust m
ake
is w
he
the
r to k
ee
p n
ote
s in
hard
-cop
y o
r in e
lectro
nic
form
at.
Yo
u m
ay d
ecid
e to
ke
ep
the
m in
bo
th fo
rmats
. Th
ere
are
me
rits w
ith b
oth
me
tho
ds, w
hic
h y
ou m
ust
ca
refu
lly a
sse
ss, h
ow
eve
r, a g
oo
d fo
rma
t is in
a lo
ose
-lea
f file. In
this
wa
y, y
ou c
an
be
gin
to o
rga
nis
e
info
rma
tion in
to s
ectio
ns, a
nd
form
cro
ss-re
fere
nces b
etw
ee
n re
late
d ite
ms. W
hate
ve
r ap
pro
ach y
ou
a
do
pt, it is
a g
oo
d id
ea
to d
eve
lop
yo
ur o
wn
syste
m a
nd
to re
main
co
nsis
ten
t. He
re a
re a
few
ide
as fo
r g
oo
d p
ractic
e:
U
se
he
ad
ing
s to
gro
up
facts
an
d id
ea
s in
a m
ea
nin
gfu
l wa
y.
U
se
a n
um
berin
g o
r ind
exin
g s
yste
m.
U
se
un
de
rlinin
g o
r hig
hlig
hte
rs to
em
ph
asis
e k
ey p
oin
ts.
U
se
ab
bre
via
tion
s (b
ut re
me
mb
er w
ha
t the
y m
ea
n).
U
se
sp
ace
rs a
nd
div
ide
rs to
ca
teg
oris
e in
form
atio
n.
A
lwa
ys
rec
ord
the s
ou
rce
of in
form
atio
n.
Yo
u m
ay a
lso
wis
h to
kee
p a
nd
ind
ex p
hoto
co
pie
s o
r ele
ctro
nic
cop
ies o
f info
rma
tion (p
ag
es fro
m
bo
oks, jo
urn
als
etc
). Re
me
mb
er to
obse
rve a
ny c
op
yrig
ht le
gis
latio
n, a
nd
to k
ee
p a
n a
ccura
te n
ote
of
the in
form
atio
n s
ou
rce.
Co
urs
e: C
SY
M0
23
55
To
pic
: L
og b
ook
Ke
ep
ing
a lo
g b
oo
k is
go
od
pra
ctic
e. In
the lo
gb
oo
k y
ou
sh
ould
reco
rd a
ll activ
ities re
latin
g to
you
r
rese
arc
h p
roje
ct –
an
d th
e d
ate
s o
n w
hic
h th
ese
we
re c
arrie
d o
ut e
.g. d
ate
s o
f vis
its a
nd
inte
rvie
ws,
ba
sic
find
ing
s o
f rea
din
g, q
ue
stio
ns a
nd id
ea
s, ra
nd
om
tho
ug
hts
if yo
u w
ish e
tc. S
uch
a d
ocum
en
t p
rovid
es a
use
ful c
hro
no
log
ical re
co
rd o
f the
pro
gre
ss o
f yo
ur re
se
arc
h.
Th
is c
an
en
ab
le b
oth
yo
u a
nd
you
r resea
rch
su
pe
rvis
or to
mo
nito
r yo
ur re
se
arc
h p
rogre
ss, a
nd
als
o
form
s p
art o
f the
asse
ssm
ent p
roce
ss. M
ostly
it is fo
r yo
u to
ke
ep tra
ck o
f yo
ur p
roje
ct th
oug
h.
Th
e fo
rma
t of th
e lo
gb
oo
k m
ay b
e:
• A lo
ose-le
af fo
lde
r;
• A
note
bo
ok;
• A p
ag
e-p
er-d
ay d
iary
;
• A
box-file
with
eve
ryth
ing
in it;
• S
om
e p
eo
ple
do
it all e
lectro
nic
ally
.
Th
e im
po
rtan
t po
int is
yo
u m
ust re
co
rd w
ha
t yo
u d
o. Y
ou
ca
n b
et th
at th
e p
iec
e o
f info
rma
tion
yo
u d
id n
ot re
co
rd is
the o
ne
yo
u n
ee
d.
Co
urs
e: C
SY
M0
23
56
To
pic
: R
eco
rd A
ctiv
ity
Op
en
follo
win
g U
RL
S
http
://cite
se
erx
.ist.p
su.e
du
/vie
wd
oc/d
ow
nlo
ad?
do
i=1
0.1
.1.6
1.1
053
&re
p=
rep
1&
typ
e=
pd
f
http
://cite
se
erx
.ist.p
su.e
du
/vie
wd
oc/d
ow
nlo
ad?
do
i=1
0.1
.1.6
1.1
053
&re
p=
rep
1&
typ
e=
pd
f
http
://cite
se
erx
.ist.p
su.e
du
/vie
wd
oc/d
ow
nlo
ad?
do
i=1
0.1
.1.8
3.4
30&
rep
=re
p1
&ty
pe
=p
df
Ac
tivity
D
eta
ils
1
For e
ach
usin
g th
e H
arv
ard
Re
fere
ncin
g s
yste
m. W
rite a
refe
ren
ce fo
r ea
ch
of th
ese
.
Afte
r ea
ch
of th
ese
write
a s
ho
rt su
mm
ary
of e
ach
on
e (e
ach s
ho
uld
be
no
more
tha
t 25
0
wo
rds)
2
Takin
g o
f the
se
write
a n
ote
on
how
so
me
pa
rt of th
is c
ou
ld b
e im
ple
me
nte
d.
Co
urs
e: C
SY
M0
23
57
Ap
pro
ach
es
Le
ss
on
Co
nte
nts
Intro
ductio
n
Qua
ntitv
e v
Qu
alita
tive
Re
se
arc
h
Meth
od
s a
nd
Me
tho
do
log
y
Exp
erim
en
tal/E
mp
irica
l
Su
rve
ys
Actio
n R
esea
rch
Exte
rna
l Activ
ities
Se
lectio
n E
xe
rcis
e
Co
urs
e: C
SY
M0
23
58
To
pic
: In
trod
uctio
n
Th
is le
arn
ing
pa
cka
ge
aim
s to
ma
ke
yo
u a
wa
re o
f the
va
riou
s re
se
arc
h
meth
od
s a
va
ilab
le to
rese
arc
he
rs a
nd h
en
ce
to e
na
ble
yo
u to
se
lect a
meth
od
or m
eth
ods s
uita
ble
for y
ou
r are
a o
f resea
rch.
Fin
din
g a
ny te
xtb
oo
ks th
at d
ea
l sp
ecific
ally
with
rese
arc
h m
eth
ods in
tech
no
log
y b
ase
d s
ub
jects
is d
ifficu
lt. How
eve
r, this
is o
f no
gre
at
co
ncern
sin
ce
the m
eth
od
olo
gy o
f rese
arc
h is
we
ll esta
blis
he
d a
nd
do
cu
me
nte
d in
oth
er d
iscip
lines s
uch
as th
e s
ocia
l scie
nce
s a
nd
ed
ucatio
n. A
lthou
gh
a g
rea
t de
al o
f ph
ilosop
hic
al d
eb
ate
take
s p
lace
reg
ard
ing
the e
xa
ct m
ean
ing
s to
be
atta
ch
ed th
e v
ario
us re
se
arc
h
meth
od
s, a
ll is in
ten
ded
in th
is le
arn
ing
pa
cka
ge
is to
cre
ate
an
aw
are
ne
ss o
f the g
en
era
l me
tho
ds th
at a
re a
pp
rop
riate
to th
e d
iscip
line
of te
ch
no
log
y-b
ase
d s
ub
jects
an
d p
rese
nt th
em
in a
stra
igh
tforw
ard
man
ne
r.
Co
urs
e: C
SY
M0
23
59
To
pic
: Q
ua
ntitv
e v
Qu
alita
tive
Re
sea
rch
Th
ese
are
the tw
o b
roa
d re
sea
rch
cate
go
ries w
ith w
hic
h y
ou
sh
ou
ld b
eco
me fa
milia
r. As in
dic
ate
d
ab
ove, th
ere
is m
uch
ph
iloso
ph
ica
l de
ba
te re
ga
rdin
g th
e e
xa
ct n
atu
re o
f qu
alita
tive
an
d q
ua
ntita
tive
re
se
arc
h. W
hils
t beyo
nd
the
sco
pe in
gre
at d
eta
il he
re, it is
a d
eb
ate
wh
ich
you
sh
ou
ld e
xp
lore
ou
t of
pe
rso
na
l inte
rest.
Qua
ntita
tive
rese
arc
h is
ob
jectiv
e a
nd c
on
ce
rne
d w
ith g
ath
erin
g fa
ctu
al d
ata
, usua
lly in
nu
me
ric fo
rm,
an
d its
an
aly
sis
.
Qua
litativ
e re
se
arc
h, o
n th
e o
the
r han
d, is
su
bje
ctiv
e in
na
ture
an
d c
on
ce
rned
with
gath
erin
g d
ata
in
the fo
rm o
f op
inio
ns, p
erc
ep
tions a
nd
exp
erie
nces. T
he
da
ta is
ge
nera
lly n
on
-nu
me
ric. T
he d
istin
ctio
ns
ca
n b
e illu
stra
ted
by c
onsid
erin
g th
e p
erfo
rman
ce
of a
we
bsite
.
- Da
ta c
ould
be
co
llecte
d o
ve
r a p
erio
d o
f time a
nd
an
aly
se
d in
term
s o
f num
be
r of p
eo
ple
vis
iting
the
w
ebsite
. As lo
ng
as th
e p
erfo
rma
nce is
de
term
ine
d in
a fa
ctu
al m
an
ne
r the
resea
rch
is c
lea
rly
qu
antita
tive
. Th
is s
hou
ld b
e c
lea
rly s
tate
d in
the
aim
s a
nd
ob
jectiv
es s
ho
uld
be
cle
arly
sta
ted a
t the
ou
tse
t. - Ho
we
ve
r, if yo
u fo
rm o
pin
ion
s o
n th
e p
erfo
rma
nce
base
d o
n w
ha
t peo
ple
thin
k th
en
this
is
su
bje
ctiv
e a
na
lysis
, wh
ich
is a
ssocia
ted w
ith q
ua
litativ
e re
sea
rch
. - An
alte
rna
tive m
eth
od
wou
ld b
e to
su
rve
y th
e v
isito
rs o
ver th
e s
am
e p
erio
d o
f time
se
ekin
g th
eir o
pin
ion
s o
n th
e p
erfo
rman
ce
of th
e s
ite.
Th
e d
ata
an
d its
ana
lysis
are
su
bje
ctiv
e, e
ve
n if y
ou
atta
ch
nu
mb
ers
to th
e d
ata
for th
e p
urp
ose
of
gro
up
ing
an
d c
ate
go
risin
g p
assen
ge
r resp
onse
s. T
his
is c
lea
rly q
ua
litativ
e re
se
arc
h.
Ok, n
ow
it gets
co
mp
licate
d. In
co
mp
utin
g re
sea
rch
yo
u o
ften
ha
ve
to d
o a
bit o
f bo
th. Y
ou
mig
ht h
ave
to u
sab
ility o
f a p
rod
uct (s
ub
jectiv
e th
ere
fore
, qu
ala
titive
) bu
t in th
e s
am
e d
isse
rtatio
n y
ou
mig
ht h
ave
be
en c
olle
ctin
g fa
ctu
al in
form
atio
n a
s w
ell.
Co
urs
e: C
SY
M0
23
60
To
pic
: M
eth
ods a
nd M
eth
odo
log
y
Th
e e
xam
ple
s a
bo
ve
ind
ica
te s
om
e m
eth
ods th
at c
an
be
used
to g
ath
er d
ata
in te
ch
nolo
gy-b
ase
d
are
as.
To
so
lve
the p
rob
lem
a m
eth
od
or m
eth
od
s o
f gath
erin
g d
ata
is re
quire
d. F
or th
e p
urp
ose
of th
is
co
urs
e th
e te
rm m
eth
od
olo
gy m
ay b
e ta
ke
n to
mea
n th
e s
yste
m o
f meth
od
s u
se
d. Y
ou s
ho
uld
h
ow
eve
r be
aw
are
tha
t me
tho
do
log
y d
oes h
ave
a b
roa
der p
hilo
so
ph
ica
l me
an
ing
.
Th
e re
se
arc
h m
eth
ods a
pp
rop
riate
to c
om
pu
ting
or c
om
pu
ter e
ng
ine
erin
g a
nd
the
ir ma
in
ch
ara
cte
ristic
s a
re o
utlin
ed
be
low
.
Co
urs
e: C
SY
M0
23
61
To
pic
: E
xperim
en
tal/E
mpiric
al
Exp
erim
en
ts a
re te
sts
or in
ve
stig
atio
ns d
esig
ne
d to
pro
vid
e e
vid
en
ce
for o
r ag
ain
st a
hyp
oth
esis
. Th
ey
ma
y b
e c
arrie
d o
ut in
a la
bo
rato
ry o
r as fie
ldw
ork
. With
lab
ora
tory
exp
erim
en
ts th
e h
yp
oth
esis
is o
ften
e
xp
ressed
as a
n o
bje
ctiv
e a
nd th
e re
po
rt inclu
de
s m
eth
od
, resu
lts, a
na
lysis
and
co
nclu
sio
n. T
he
e
xp
erim
en
t ma
y b
e c
once
rne
d w
ith e
sta
blis
hin
g h
ow
on
e p
hysic
al q
ua
ntity
(y) v
arie
s a
s a
noth
er
ph
ysic
al q
ua
ntity
(x) is
ind
epe
nd
ently
va
ried. H
en
ce
, y is
refe
rred
to a
dep
en
de
nt v
aria
ble
an
d y
as a
n
ind
ep
en
de
nt v
aria
ble
. Th
e b
asic
exp
erim
en
t to d
ete
rmin
e h
ow
cu
rren
t ch
an
ge
s w
ith c
han
ge
s in
re
sis
tan
ce
illustra
tes th
ese
po
ints
. If the v
olta
ge
ap
plie
d to
a v
aria
ble
resis
tor is
main
tain
ed
co
nsta
nt
then
cu
rren
t (I) ca
n o
nly
ch
an
ge
if the v
alu
e o
f resis
tance (R
) is c
han
ge
d a
nd
so
I is a
de
pen
de
nt
va
riab
le a
nd R
an
inde
pe
nd
en
t va
riable
. Th
is b
asic
exam
ple
als
o re
ve
als
so
me
thin
g fu
rthe
r reg
ard
ing
th
e e
xp
erim
enta
l co
nd
itions, b
ecau
se
resis
tance
is a
lso
de
pe
nd
en
t on
tem
pe
ratu
re a
nd
so
the
te
mpe
ratu
re m
ust b
e a
cco
un
ted
for d
urin
g th
e e
xp
erim
ent. It fo
llow
s th
at fo
r exp
erim
enta
l de
sig
n g
rea
t ca
re is
ne
ede
d in
ide
ntify
ing
all th
e c
on
ditio
ns im
po
se
d o
n th
e s
yste
m a
nd
co
ntro
lling
/me
asu
ring
them
so
as to
elim
ina
te e
rrone
ou
s o
r mis
lea
din
g re
su
lts.
In th
e s
ocia
l scie
nces e
xp
erim
ents
are
usu
ally
con
ce
rned
with
a c
om
pa
riso
n b
etw
ee
n tw
o g
rou
ps o
f p
eo
ple
whe
re in
de
pe
nde
nt v
aria
ble
s a
re m
an
ipu
late
d. A
ga
in, c
are
is re
quire
d in
esta
blis
hin
g a
nd
co
ntro
lling th
e e
xpe
rime
nta
l co
nd
ition
s p
artic
ula
rly w
ith re
ga
rd to
the s
ele
ctio
n o
f sa
mp
le g
rou
ps.
Co
urs
e: C
SY
M0
23
62
To
pic
: S
urv
eys
Su
rve
ys a
re c
once
rne
d w
ith th
e c
olle
ctio
n o
f
info
rma
tion. T
he in
form
atio
n m
ay b
e o
bta
ine
d in
a n
um
be
r of w
ays:
F
rom
a g
rou
p o
f pe
op
le.
O
bserv
atio
n o
f eve
nts
, e.g
. from
ob
se
rvin
g th
e n
um
be
r of p
ers
on
s
usin
g a
we
bsite
in a
giv
en
pe
riod
of tim
e, w
ha
t featu
res th
e u
se a
nd
do
n’t u
se.
F
rom
litera
ture
or d
ocu
me
nts
.
Th
e firs
t two ty
pes in
vo
lve
so
me
field
work
wh
ere
as th
e th
ird ty
pe
is
esse
ntia
lly d
eskw
ork
.
Su
rve
ys h
ave
the
sp
ecific
ad
va
nta
ge
s th
at th
ey c
an
be
ca
rried
ou
t both
rela
tive
ly q
uic
kly
an
d a
t rela
tive
ly lo
w c
ost. F
urth
erm
ore
the
data
ob
tain
ed
ca
n b
e e
asily
exp
resse
d in
nu
me
ric fo
rm a
nd
he
nce
ca
n b
e
an
aly
se
d s
tatis
tica
lly.
Co
urs
e: C
SY
M0
23
63
To
pic
: A
ctio
n R
esea
rch
Actio
n re
sea
rch
is a
pplie
d re
se
arc
h a
nd is
we
ll
su
ited to
those
wh
o w
ish
to c
arry
ou
t resea
rch
at th
eir p
lace
of w
ork
. It
is p
rob
lem
-focu
sse
d re
se
arc
h in
a p
artic
ula
r con
text th
at a
ims to
brin
g
ab
out im
pro
ve
me
nts
in w
ork
ing
pra
ctic
e. T
he
ke
y p
oin
t ab
ou
t actio
n
rese
arc
h is
the
pe
rso
n d
oin
g th
e re
se
arc
h is
no
t an o
uts
ide
expe
rt
co
nd
uctin
g e
xpe
rime
nts
on
su
bje
cts
, but a
re c
o-w
ork
ers
doin
g re
sea
rch
with
and
for th
e p
eo
ple
co
nsid
ere
d. T
he re
sea
rch
er is
pa
rt of th
e
rese
arc
h. It is
an
itera
tive
pro
cess th
e re
su
lts fro
m e
ach
cycle
feed
in
to th
e n
ext c
ycle
. As a
n e
xam
ple
if yo
u w
ere
lookin
g a
t ho
w w
eb
desig
n
imp
lem
en
t de
sig
ns, th
e firs
t cycle
wo
uld
invo
lve
loo
kin
g h
ow
desig
ns
an
d im
ple
me
ntin
g a
nd
thin
kin
g a
bo
ut p
rob
lem
s ra
ise
d. T
he
ne
xt c
ycle
s
wo
uld
invo
lve
take
the
pro
ble
ms ra
ised
in th
e la
st c
ycle
an
d th
en
imp
lem
en
ted
ch
an
ge
s, a
nd
the
n o
bserv
e th
e h
ow
de
sig
ns a
re
imp
lem
en
ted
. Th
e g
oal b
ein
g to
imp
rove
the
pra
ctic
e o
f de
sig
nin
g w
eb
pa
ges.
Co
urs
e: C
SY
M0
23
64
To
pic
: E
xte
rnal A
ctiv
ities
For e
ach q
ue
stio
n, in
dic
ate
the
co
rrect a
nsw
er b
y pla
cin
g a
ma
rk in
the c
olu
mn
to th
e le
ft.
Qu
es
tion
1
Have
yo
u m
ee
t po
ten
tial s
up
erv
iso
rs
Sele
ct th
e c
orre
ct a
nsw
er.
Y
es
N
o
No
te: A
nsw
ers
ap
pe
ar o
n th
e n
ext p
ag
e.
Co
urs
e: C
SY
M0
23
65
An
sw
er 1
Have
yo
u m
ee
t po
ten
tial s
up
erv
iso
rs
Sele
ct th
e c
orre
ct a
nsw
er.
Y
es
N
o
Co
urs
e: C
SY
M0
23
66
To
pic
: S
ele
ctio
n E
xerc
ise
No
w it is
time
to p
ractic
e m
akin
g in
form
ed
ch
oic
es. If y
ou
ha
ve
a d
isse
rtatio
n id
ea
use
this
, if yo
u d
on
no
t h
ave
yet th
e d
isse
rtatio
n id
ea
is "U
sin
g th
e s
em
an
tic w
eb
as to
a to
ol fo
r imp
rovin
g a
we
bsite
's p
ag
e
ran
kin
g"
You
ca
n c
ha
ng
e y
ou
r min
d la
ter. P
lea
se
dis
cu
ss a
nd
sha
re id
ea
s o
nth
ese
activ
ities in
gro
up
s.
Ac
tivity
T
as
k
1
Na
me
four a
pp
roa
ch
es. W
ith th
e d
isse
ratio
n id
ea
in m
ind
, pro
du
ce
a ta
ble
sta
ting
the
a
dva
nta
ge
s a
nd
dis
ad
va
nta
ges o
f ea
ch
for th
e d
isse
rtatio
n id
ea
.
2
Ba
se
d o
n th
e ta
ble
pro
du
ce
ab
ove
make
a ju
stifie
d a
rgu
me
nt fo
r the
ap
pro
ach
to b
e u
sed
.
Co
urs
e: C
SY
M0
23
67
Co
llectin
g D
ata
Le
ss
on
Co
nte
nts
Intro
ductio
n
Ch
oo
sin
g m
eth
od
s
Meth
od
s o
f colle
ctin
g d
ata
Do
cu
me
nta
ry E
vid
en
ce
Exp
erie
me
nta
l Da
ta
Que
stio
nna
ires
Inte
rvie
ws
Obse
rva
tion
Co
urs
e: C
SY
M0
23
68
To
pic
: In
trod
uctio
n
Wha
teve
r top
ic y
ou c
ho
ose
for y
ou
r rese
arc
h, th
is w
ill ine
vita
bly
invo
lve th
e c
olle
ctio
n a
nd a
na
lysis
of
da
ta o
f so
me
form
or a
no
ther.
Fo
r exa
mp
le, y
ou
r rese
arc
h m
ay b
e in
vo
lve
d w
ith th
e c
olle
ctio
n a
nd
critic
al a
pp
rais
al o
f litera
ry
info
rma
tion, o
r with
the
ga
the
ring
an
d a
na
lysis
of ra
w d
ata
. In th
is le
arn
ing
pa
cka
ge
we s
ha
ll co
nsid
er
a v
arie
ty o
f diffe
rent s
ou
rces o
f da
ta, a
nd
so
me
ke
y p
oin
ts to
their c
olle
ctio
n. W
e s
hall n
ot, a
t this
sta
ge
, loo
k a
t ho
w to
an
aly
se
, inte
rpre
t or p
rese
nt d
ata
– w
hic
h w
ill be
co
ve
red in
the n
ext le
arn
ing
p
ackag
e.
Co
urs
e: C
SY
M0
23
69
To
pic
: C
ho
osin
g m
eth
ods
The
me
thod
or m
eth
od
s b
y wh
ich
you
se
lect to
pe
rform
yo
ur re
se
arc
h w
ill larg
ely
de
term
ine
the
me
tho
d
by w
hic
h d
ata
colle
ctio
n a
nd
an
aly
sis
will b
e u
nde
rtaken
. Th
e e
sse
nce
of e
ffectiv
e re
se
arc
h is
askin
g th
e
right q
uestio
ns. T
he
que
stio
ns th
at y
ou
inte
nd
to a
nsw
er th
rou
gh
yo
ur re
se
arc
h w
ill influ
en
ce y
ou
r se
lectio
n o
f me
tho
do
log
y, an
d h
en
ce
yo
ur m
eth
od
s o
f da
ta c
olle
ctio
n a
nd
an
aly
sis
. Here
is a
brie
f recap
of s
om
e o
f ‘qu
estio
nin
g’ a
nd ‘re
se
arc
h’ a
pp
roa
che
s y
ou
ma
y d
ecid
e to
take.
Me
tho
d
De
sc
riptio
n
De
scrip
tive o
r T
he
ory
T
estin
g
Th
is is
ofte
n th
e firs
t sta
ge in
the re
sea
rch
pro
ce
ss, a
nd
is s
om
etim
es c
alle
d
‘explo
rato
ry re
se
arc
h’. T
he
qu
estio
ns a
ske
d h
ere
are
gen
era
lly b
roa
d o
r va
gu
e –
su
ch
as “W
hat is
go
ing
on
with
the lifts
in th
is b
uild
ing
?”. A
n e
ntire
pro
ject m
igh
t be
b
ase
d o
n d
escrip
tive
or e
xplo
rato
ry re
se
arc
h, a
nd
en
d w
ith a
pla
n fo
r furth
er
rese
arc
h.
Pu
re a
nd
Ap
plie
d
Re
se
arc
h
So
me
kin
d o
f resea
rch
pro
jects
will in
volv
e fin
din
g th
ing
s o
ut (p
ure
resea
rch
) Oth
ers
w
ill invo
lve
the
ap
plic
atio
n o
f wh
at is
fou
nd
ou
t, or th
e m
akin
g o
f reco
mm
en
da
tion
s
for a
ctio
n (a
pp
lied
rese
arc
h). L
oo
k a
t you
r pro
ject a
nd
de
cid
e w
hic
h c
ate
go
ry it fa
lls
into
.
Te
stin
g a
H
yp
oth
esis
F
or s
om
e re
se
arc
h, ra
ther th
an
askin
g q
uestio
ns, w
e m
ay w
ish
to m
ake
sta
tem
ents
that c
an b
e te
ste
d. T
he
se
sta
tem
en
ts a
re c
om
mo
nly
refe
rred
to a
s ‘h
yp
oth
ese
s’.
Th
is ty
pe o
f rese
arc
h p
rocess is
refe
rred
to a
s ‘h
ypo
the
sis
testin
g’, a
nd
rese
arc
hers
o
ften s
et a
bo
ut p
rovin
g o
r dis
pro
vin
g a
hypo
the
sis
by te
stin
g it. E
.g. If th
e a
ccid
en
t ra
te o
n lifts
has fa
llen th
en th
is m
ust b
e d
ue
to im
pro
ve
d s
afe
ty s
tan
dard
s.
Befo
re w
e p
roce
ed to
a d
iscu
ssio
n o
f so
me
actu
al te
ch
niq
ue
s fo
r colle
ctio
n o
f da
ta, y
ou s
ho
uld
reca
p o
n
the
bro
ad
rese
arc
h m
eth
odo
log
ies w
hic
h th
ey fa
ll un
de
r. You
will b
e a
ble
to fin
d a
more
deta
iled
e
xpla
na
tion
of e
ach
of th
ese
in L
ea
rnin
g P
acka
ge L
P2
, an
d in
the
rese
arc
h b
oo
ks o
n th
e re
co
mm
en
de
d
rea
din
g lis
t for th
is m
od
ule
.
Co
urs
e: C
SY
M0
23
70
To
pic
: M
eth
ods o
f colle
ctin
g d
ata
Th
e m
eth
od
s b
y wh
ich
you
de
cid
e to
ga
the
r data
for y
ou
r resea
rch
pro
ject a
nd d
isse
rtatio
n m
ay b
e
man
y a
nd
va
ried
, bu
t will g
en
era
lly fa
ll into
on
e o
r mo
re o
f the
follo
win
g c
ate
gorie
s:
D
ocum
en
tary
evid
en
ce
or d
ata
E
xp
erim
en
tal d
ata
Q
uestio
nna
ires
In
terv
iew
s
O
bserv
atio
n
Le
t us lo
ok b
riefly
at e
ach
of th
ese
ca
teg
orie
s. Y
ou
will b
e a
ble
to fin
d m
uch g
rea
ter d
eta
il of th
ese
in
the re
sea
rch b
oo
ks o
n th
e re
co
mm
en
de
d re
ad
ing
list, w
hic
h y
ou s
ho
uld
stu
dy.
Co
urs
e: C
SY
M0
23
71
To
pic
: D
ocum
en
tary
Evid
en
ce
For y
ou
r rese
arc
h p
roje
ct y
ou
will b
e e
xp
ecte
d to
sh
ow
som
e a
na
lysis
of d
ocu
me
nta
ry e
vid
en
ce
. This
m
ay b
e th
e c
ore
of y
our re
se
arc
h, o
r ma
y be u
se
d to
sup
ple
me
nt in
form
atio
n th
at y
ou
ga
in fro
m o
ther
so
urc
es. It is
a p
artic
ula
rly u
se
ful te
ch
niq
ue
wh
ere
acce
ss to
the
su
bje
ct o
f yo
ur re
se
arc
h is
diffic
ult. B
ut
wh
at is
mea
nt b
y d
ocu
me
nta
ry e
vid
en
ce?
In a
dditio
n to
loca
ting
and
an
aly
sin
g th
e u
sua
l bo
oks a
nd
jo
urn
al a
rticle
s e
tc., o
the
r so
urc
es s
uch a
s film
s, v
ide
os a
nd e
lectro
nic
so
urc
es s
uch
as th
e In
tern
et c
an
be
cla
ssifie
d a
s ‘d
ocu
me
nta
ry e
vid
en
ce’. D
ocu
men
ts c
an b
e d
ivid
ed
into
two
ma
in g
rou
ps –
prim
ary
an
d
se
con
da
ry.
Gro
up
s
De
scrip
tion
an
d D
eta
il
Prim
ary
T
hese
are
sou
rce
s w
hic
h c
am
e a
ha
nd’ s
uch a
s th
e m
inu
tes o
f a m
ee
ting, o
r da
ta,
qu
estio
nn
aire
.
Se
con
da
ry
Th
ese
are
acco
unts
or in
terp
era
tion
s o
f prim
ary
so
urc
es e
.g. a
n a
naly
sis
of th
e m
inu
tes
of th
e m
ee
ting
s, o
r an
an
aly
sis
of q
uestio
nna
ire d
ata
.
Te
rtiary
'T
hird
ha
nd’, a
nd
essen
tially
an
accou
nt o
f pre
vio
us a
cco
un
ts.
Try
to id
en
tify th
e ty
pe
of s
ou
rce fro
m w
hic
h y
ou
are
rese
arc
hin
g.
Do
cu
me
nta
ry e
vid
en
ce m
ay a
lso
co
nta
in n
um
be
rs a
s w
ell a
s w
ord
s,a
nd
so
its a
naly
sis
ma
y b
e q
ua
litativ
e
or q
ua
ntita
tive
. Whate
ve
r the
so
urc
es o
f info
rma
tion
use
d, y
ou
mu
st re
me
mb
er th
at itis
imp
orta
nt to
o
bta
in a
go
od
rep
resen
tatio
n o
f info
rma
tion
from
as m
an
y w
riters
on th
e s
ubje
ct a
s y
ou
ca
n. A
naly
sis
an
d
pre
sen
tatio
n o
f info
rmatio
n fro
m d
ocu
me
nta
ry s
ou
rce
s m
ust a
lso
be
mo
re th
an
a s
imp
le a
cco
unt, a
nd
so
m
ust b
e d
on
e c
ritica
lly. Y
ou
mu
st a
lso
ackno
wle
dge
all s
ou
rce
s o
f ma
teria
l use
d in
yo
ur re
sea
rch
.
Co
urs
e: C
SY
M0
23
72
To
pic
: E
xperie
me
nta
l Data
Yo
u m
ay d
ecid
e th
at y
ou
wis
h to
carry
ou
t so
me
exp
erim
en
tal w
ork
,and
the g
ath
erin
g a
nd
an
aly
sin
g o
f th
e d
ata
wh
ich
yo
u o
bta
in. Y
ou
ma
y a
lso
find th
at th
e ra
w d
ata
that y
ou
req
uire
is a
lrea
dy a
va
ilable
, a
nd
on
ly re
qu
ires a
na
lysis
. Re
me
mbe
r tha
t an
y e
xp
erim
en
tal w
ork
mu
st b
e b
acked
-up
by s
uita
ble
an
d
su
fficie
nt re
ad
ing
an
d re
se
arc
h o
f the
rese
arc
h to
pic
.
One
techn
iqu
e o
f exp
erim
enta
l rese
arc
h is
to ta
ke a
n a
ctiv
e s
et a
nd
a c
ontro
l set a
nd
to fo
rm a
co
mp
aris
on
be
twe
en
the
se
. An
oth
er is
to s
imp
ly g
ath
er ra
w d
ata
from
an
exp
erim
en
t or e
xe
rcis
e.
Wha
teve
r tech
niq
ue
s y
ou c
ho
ose
for g
ath
erin
g a
nd
an
aly
sin
g d
ata
, rem
em
be
r no
t to g
et to
o b
og
ged
-d
ow
n. T
he
am
ou
nt o
f data
yo
u o
bta
in, a
nd
the
co
mp
lexity
of its
an
aly
sis
must b
e c
hose
n to
su
it bo
th
the re
qu
irem
ents
an
d tim
e c
onstra
ints
of y
ou
r rese
arc
h p
roje
ct.
Co
urs
e: C
SY
M0
23
73
To
pic
: Q
ue
stio
nnaire
s
Que
stio
nna
ires a
re a
noth
er w
ay in
wh
ich
you
ma
y d
ecid
e to
gath
er d
ata
an
d in
form
atio
n. Y
ou
will firs
t n
ee
d to
de
cid
e th
e p
urp
ose o
f the q
ue
stio
nn
aire
, the
kin
d o
f qu
estio
ns y
ou
wis
h to
ask, a
nd
ho
w y
ou
in
ten
d to
an
aly
se
the
resu
lts. A
gre
at d
ea
l of c
are
must b
e ta
ke
n w
ith th
eir d
esig
n a
nd
adm
inis
tratio
n,
an
d y
ou
will b
e a
ble
to fin
d s
uita
ble
gu
ida
nce in
mo
st re
se
arc
h m
eth
od
s b
oo
ks. A
ran
ge
of d
iffere
nt
tech
niq
ue
s e
xis
ts fo
r the ty
pe
an
d s
tyle
of q
uestio
ns th
at yo
u c
an
se
t. Be
ca
refu
l with
wo
rdin
g, a
nd
do
n’t m
ake
the
qu
estio
nn
aire
un
nece
ssa
rily lo
ng
or c
om
plic
ate
d. Y
ou
sh
ou
ld a
lso
be
aw
are
of e
thic
al
issue
s w
he
n d
esig
nin
g e
stio
nna
ires, a
nd
the
na
ture
of y
ou
r inte
nd
ed a
ud
ien
ce
.
Th
e q
ue
stio
nn
aire
sh
ou
ld a
lwa
ys b
e p
ilote
d b
efo
re fin
al is
su
e. T
he d
ata
wh
ich
yo
u g
ath
er m
ay b
e
an
aly
se
d u
sin
g b
oth
qu
an
titativ
e a
nd q
ua
litativ
e te
ch
niq
ues, d
epe
nd
ing
on
the
typ
es o
f que
stio
n y
ou
se
t. We s
ha
ll take
a m
ore
de
taile
d lo
ok a
t an
aly
sis
an
d p
rese
nta
tion
of re
su
lts in
a la
ter le
arn
ing
p
ackag
e. In
ge
nera
l, the re
sp
on
se
(retu
rn ra
te) to
qu
estio
nn
aire
s m
ay b
e s
om
ew
ha
t po
or a
nd
d
isap
po
intin
g, a
nd y
ou
must p
lan
a c
on
ting
en
cy in
to y
ou
r resea
rch
pro
ject s
ho
uld
this
occur. A
n
alte
rna
tive
to a
ctu
ally
se
tting a
nd
ad
min
iste
ring
qu
estio
nn
aire
s is
to a
na
lyse
da
ta a
lrea
dy o
bta
ined
by
so
me
on
e e
lse
thro
ug
h a
que
stio
nna
ire. V
ast a
mo
un
ts o
f da
ta s
ets
are
no
w fre
ely
ava
ilab
le, o
r a
va
ilab
le a
t a s
uita
ble
co
st fro
m v
ario
us re
se
arc
h c
ou
ncil d
ata
arc
hiv
es n
d o
the
r so
urc
es. Y
ou
will, o
f
co
urs
e, n
ot b
e a
ble
to s
et y
ou
r ow
n q
uestio
ns –
bu
t ha
ve
to u
se th
e o
ne
s a
lread
y s
et. T
his
is w
orth
e
stig
atio
n!
Co
urs
e: C
SY
M0
23
74
To
pic
: In
terv
iew
s
An
oth
er m
ea
ns b
y w
hic
h y
ou
ma
y d
ecid
e to
gain
info
rma
tion
is th
rou
gh
inte
rvie
ws. A
ga
in, y
ou n
ee
d to
d
ecid
e w
ha
t info
rma
tion
yo
u w
ish
to fin
d o
ut, w
ha
t qu
estio
ns to
ask, a
nd
ho
w y
ou
will a
na
lyse
an
d
pre
se
nt fin
din
gs a
nd re
sults
. The
re a
re a
few
ke
y g
uid
elin
es w
hic
h y
ou
sho
uld
follo
w w
he
n c
arry
ing-
ou
t inte
rvie
ws, a
ll of w
hic
h a
re d
iscu
ssed
in d
eta
il in re
se
arc
h m
eth
ods b
oo
ks.
Inte
rvie
ws m
ay b
e s
tructu
red
, wh
ere
yo
u p
repa
re a
nd
ask a
set o
f qu
estio
ns (ra
ther lik
e a
q
ue
stio
nn
aire
), or u
nstru
ctu
red
wh
ere
the
inte
rvie
we
e m
ay s
pe
ak m
ore
op
enly
. Yo
u s
hou
ld d
ecid
e
wh
ich
ap
pro
ach
to ta
ke, in
ligh
t of h
ow
yo
u w
ill late
r an
aly
se
yo
ur fin
din
gs. It is
alw
ays a
goo
d id
ea
to
pilo
t you
r inte
rvie
w q
ue
stio
ns b
efo
re ‘g
oin
g liv
e’. M
ake s
ure
that y
ou
cle
ar a
ll the
ne
cessa
ry c
ha
nn
els
, b
oo
k a
n a
pp
oin
tme
nt fo
r the
inte
rvie
w, a
rrive
on tim
e, a
nd
ke
ep w
ithin
a s
pe
cifie
d tim
e lim
it. The
in
terv
iew
ma
y b
e re
co
rde
d b
y ta
kin
g a
pp
ropria
te n
ote
s (s
tructu
red
in th
e fo
rm o
f a g
rid, o
r u
nstru
ctu
red
), or b
y u
sin
g a
tap
e re
cord
er, w
ith a
pp
rop
riate
perm
issio
n o
f the
inte
rvie
wee
. Yo
u s
ho
uld
, if a
pp
rop
riate
, ch
eck th
e a
ccura
cy o
f the
facts
that y
ou
ha
ve
reco
rde
d w
ith th
e in
terv
iew
ee
be
fore
p
ub
licatio
n, a
nd
als
o re
sp
ect th
eir rig
ht fo
r an
on
ym
ity if re
qu
este
d.
Re
me
mbe
r tha
t inte
rvie
ws a
re tim
e c
on
sum
ing
. Th
ey h
ave
to b
e s
etu
p a
nd
then
un
de
rtake
n a
nd
the
resu
lts h
ave to
be
ca
refu
lly re
co
rde
d a
nd a
na
lyse
d. G
ain
ing
acce
ss, a
nd a
rran
gin
g a
mu
tua
lly
ag
ree
ab
le tim
e w
ith a
bu
sy in
terv
iew
ee
ma
y p
rove
to b
e a
pro
ble
m. If th
e in
terv
iew
wa
s ta
pe
d, th
en
yo
u m
ay re
qu
ire th
is tra
nscrib
ing fo
r an
aly
sis
, ad
din
g m
ore
time
an
d e
xp
en
se
. The
y m
ay, h
ow
eve
r, p
rovid
e a
cle
are
r resp
onse
than
a q
ue
stio
nn
aire
, as a
pa
rticu
lar is
su
e c
an
be
cla
rified
an
d d
eve
lop
ed
a
s re
qu
ired.
Se
e N
ext L
ea
rnin
g P
acka
ge
for fu
rthe
r deta
il
Co
urs
e: C
SY
M0
23
75
To
pic
: O
bse
rvatio
n
An
oth
er w
ay in
wh
ich in
form
atio
n m
ay b
e g
ath
ere
d is
by o
bse
rvin
g a
nd
reco
rdin
g w
ha
t is a
ctu
ally
g
oin
g o
n. T
his
tech
niq
ue
will m
ost lik
ely
not b
e a
pplic
ab
le to
yo
ur re
se
arc
h p
roje
ct, a
nd
is q
uite
diffic
ult
to u
nd
erta
ke. P
lann
ing
is a
ga
in th
e k
ey. D
ecid
e w
hat in
form
atio
n y
ou
wis
h to
find
ou
t, ho
w y
ou
pro
se
to
und
erta
ke th
is, a
nd
if this
is re
ally
the m
ost a
pp
ropria
te m
eth
od
.
A s
uita
ble
me
tho
d h
as to
be
de
vis
ed
(po
ssib
ly th
e u
se o
f a g
rid o
r the lik
e) fo
r record
ing
the
activ
ity b
ein
g o
bse
rved
e.g
. the
actio
ns o
f pa
sse
ng
ers
wh
en
wa
iting
for lift s
erv
ice a
t a la
nd
ing
, or d
iscu
ssio
ns
at a
pro
ject te
am
me
etin
g. A
pilo
t stu
dy a
nd
an
y revis
ion
is a
lwa
ys a
go
od
ide
a b
efo
re th
e a
ctu
al
eve
nt. A
fter th
e d
ata
has b
ee
n c
olle
cte
d, it h
as to
be
co
llate
d a
nd
ana
lyse
d. T
he
re a
re a
ga
in e
thic
al
issue
s to
co
nsid
er w
he
n o
bse
rvin
g a
nd
repo
rting
pe
op
le’s
be
havio
ur. T
he p
rese
nce
of a
n o
bse
rve
r m
ay in
fluen
ce
the
actio
ns o
f tho
se
be
ing
ob
serv
ed
in s
om
e w
ay, a
nd
so
the re
sults
ma
y not b
e e
ntire
ly
na
tura
l.
Co
urs
e: C
SY
M0
23
76
Inte
rvie
ws
Le
ss
on
Co
nte
nts
Intro
ductio
n
Whe
n is
it ap
pro
pria
te?
Que
stio
n T
yp
es
Wha
t typ
e o
f qu
estio
n
Inte
rvie
ws
Fo
cus G
rou
ps
Se
lf Test 1
Co
urs
e: C
SY
M0
23
77
To
pic
: In
trod
uctio
n
Inte
rvie
ws v
ary
in s
tyle
ba
se
d o
n h
ow
stru
ctu
red
the in
terv
iew
is.
Ta
kin
g th
e d
efin
ition
s fro
m R
ob
son
C(2
00
2):
F
ully
Stru
ctu
red
Inte
rvie
ws: Q
ue
stio
ns w
ork
ed o
ut b
efo
re-h
and
ve
ry fix
ed
in a
ve
ry fix
ed
ord
er in
the
m
ain
.
S
em
i-Stru
ctu
red
Inte
rvie
ws: Q
uestio
ns a
re w
ork
ed
ou
t be
fore
ha
nd
but th
e o
rde
r of th
e th
em
, or
wh
eth
er to
inclu
de p
artic
ula
r qu
estio
ns is
alte
red
by th
e in
terv
iew
er b
ased
on
wh
at h
app
en
s w
ith a
p
artic
ula
r inte
rvie
we
e. T
he a
ctu
al w
ord
ing is
so
me
time
s c
ha
ng
ed
de
pe
nd
ing
wh
at h
ap
pe
ns w
ith a
p
artic
ula
r inte
rvie
we
e.
U
nstru
ctu
red
Inte
rvie
ws: T
he
inte
rvie
w h
as a
ge
ne
ral a
rea
bu
t lets
the
co
nve
rsa
tion
de
ve
lop
. It ca
n
be
form
al o
r info
rma
lly do
ne
.
Co
urs
e: C
SY
M0
23
78
To
pic
: W
hen
is it a
ppro
pria
te?
If a s
tudy fo
cu
se
s o
n fin
din
g w
ha
t a p
artic
ula
r item
mea
ns to
a p
artic
ula
r pe
rso
n, g
rou
p o
r o
rga
niz
atio
n.
Whe
n y
ou n
ee
d to
find
ou
t ho
w th
ings h
ave
be
en
do
ne
be
fore
, find
ing
ou
t ho
w p
artic
ula
r ch
ang
es
eve
nts
will e
ffect th
e p
artic
ipan
ts.
Afte
r ne
w s
yste
m h
as b
ee
n in
pla
ce a
nd
yo
u w
an
t to fin
d o
ut h
ow
it is w
ork
ing
ou
t. Wh
en y
ou
wa
nt to
m
ea
su
re e
ffects
of th
e n
ew
syste
m, c
larify
pro
ble
ms o
r va
lidate
tha
t the m
easu
res o
r wo
rkin
g.
Co
urs
e: C
SY
M0
23
79
To
pic
: Q
ue
stio
n T
yp
es
Qu
estio
n
Typ
e
De
tail
Clo
se
d
Clo
sed
qu
estio
ns fo
rce a
n in
terv
iew
ee
to c
ho
ose
from
a lis
t of fix
ed
alte
rna
tives.
Ope
n
Op
en
qu
estio
ns a
re th
ose
pro
vid
e v
ery
loose
restric
tion
s o
n th
e c
on
tent o
f the
rep
ly.
The
on
ly re
al re
stric
tion
is th
e re
ply
ha
s b
e a
bo
ut th
e s
ub
ject th
e in
terv
iew
focu
ses o
n.
The
se
are
co
mm
on
use
d in
inte
rvie
ws. T
he
se
ha
ve
the a
dva
nta
ge
of b
ein
g fle
xib
le; c
an
le
ad
mo
re d
ep
th u
nd
ers
tand
ings; c
an e
nco
ura
ge
be
tter c
o-o
pe
ratio
n; g
et u
nexp
ecte
d
an
sw
ers
. So
me
pe
op
le a
rgue
yo
u c
an
ge
t a m
ore
‘accu
rate’ re
spo
nse
. Th
e
dis
ad
va
nta
ge
s a
re m
ain
ly th
ey c
an
mo
re d
ifficu
lt to a
na
lyse
or th
e in
terv
iew
er lo
ses
co
ntro
l.
Sca
le
The
se
are
those q
ue
stio
ns th
at m
ea
su
re d
eg
ree
s o
f agre
em
en
ts. T
he d
esig
n c
an v
ary
so
me
pe
op
le u
se
a fiv
e-p
oin
t sca
le, w
hic
h m
ea
ns th
ere
is a
mid
dle
va
lue
. Th
ere
is a
b
elie
f that p
eo
ple
pre
fer to
se
lect th
e m
idd
le v
alu
e if g
ive
n a
cho
ice. S
om
e re
sea
rch
ers
u
se a
fou
r sca
le to
forc
e p
eo
ple
to a
gre
e o
r dis
ag
ree
.
Co
urs
e: C
SY
M0
23
80
To
pic
: W
hat ty
pe o
f que
stio
n
For e
ach q
ue
stio
n, in
dic
ate
the
co
rrect a
nsw
er b
y pla
cin
g a
ma
rk in
the c
olu
mn
to th
e le
ft.
Qu
es
tion
1
Wha
t type
of q
uestio
ns a
re m
ultip
le c
ho
ice q
ue
stio
ns in
ge
nera
l?
Sele
ct th
e c
orre
ct a
nsw
er.
C
lose
d
O
pe
n
S
cale
Qu
es
tion
2
Wha
t type
of Q
ue
stio
ns is
"De
scrib
e w
ha
t yo
u th
ink o
f the
inte
rne
t?"
Sele
ct th
e c
orre
ct a
nsw
er.
C
lose
d
O
pe
n
S
cale
Qu
es
tion
3
Wha
t type
of q
uestio
n is
the
follo
win
g:
"Wh
at d
id y
ou th
ink o
f the
se
ssio
n c
ircle
the
ap
pro
pra
ite n
um
be
r
Poo
r 1 2 3 4 5
Exce
llen
t"
Sele
ct th
e c
orre
ct a
nsw
er.
C
lose
d
O
pe
n
S
cale
Co
urs
e: C
SY
M0
23
81
No
te: A
nsw
ers
ap
pe
ar o
n th
e n
ext p
ag
e.
Co
urs
e: C
SY
M0
23
82
An
sw
er 1
Wha
t type
of q
uestio
ns a
re m
ultip
le c
ho
ice q
ue
stio
ns in
ge
nera
l?
Sele
ct th
e c
orre
ct a
nsw
er.
C
lose
d
O
pen
S
ca
le
Co
rrec
t An
sw
er F
ee
db
ac
k: C
orre
ct
An
sw
er 2
Wha
t type
of Q
ue
stio
ns is
"De
scrib
e w
ha
t yo
u th
ink o
f the
inte
rne
t?"
Sele
ct th
e c
orre
ct a
nsw
er.
C
lose
d
O
pen
S
ca
le
Co
rrec
t An
sw
er F
ee
db
ac
k: C
orre
ct, it is
ope
n to
the
resp
ond
en
t to re
ply
with
as little
or a
s m
uch
info
rma
tion
as th
ey w
an
t.
An
sw
er 3
Wha
t type
of q
uestio
n is
the
follo
win
g:
"Wh
at d
id y
ou th
ink o
f the
se
ssio
n c
ircle
the
ap
pro
pra
ite n
um
be
r
Poo
r 1 2 3 4 5
Exce
llen
t"
Sele
ct th
e c
orre
ct a
nsw
er.
C
lose
d
O
pe
n
Co
urs
e: C
SY
M0
23
83
S
cale
Co
urs
e: C
SY
M0
23
84
To
pic
: In
terv
iew
s
Inte
rvie
w
Typ
es
D
eta
il
Stru
ctu
red
Th
ese
are
sim
ilar to
qu
estio
nn
aire
s a
nd s
urv
eys. T
he
se
are
the
ea
sie
st to
an
aly
se
of
the
inte
rvie
w ty
pe
s. T
he
inte
rvie
wer h
as c
on
trol d
o to
the
infle
xib
ility o
f the typ
e.
Se
mi-
stru
ctu
red
T
his
typ
e h
as a
certa
in a
mo
un
t of fle
xib
ility. T
he in
terv
iew
er s
till ha
s th
eir q
ue
stio
n lis
t a
nd
the
top
ics th
at n
ee
d to
be
co
ve
red
. Th
e fle
xib
ility is
the
inte
rvie
w h
as fle
xib
ility to
a
lter th
e o
rde
r of th
e q
ue
stio
ns a
nd
word
ing u
sed
. It is a
bit lik
e a
n a
cto
r imp
rovis
ing
th
ey m
ay a
list b
ut it is
up to
the
m h
ow
it is u
se
d a
nd
all th
at m
atte
rs is
gettin
g
the
info
rma
tion.
It is u
su
al th
ou
gh
to h
ave
so
me
stru
ctu
red
ele
men
ts. A
lot o
f inte
rvie
ws w
ill use
stru
ctu
red q
ue
stio
nin
g w
he
n th
ey a
re a
fter s
om
e typ
es o
f info
rmatio
n a
nd m
ore
op
en
q
ue
stio
ns fo
r oth
er ty
pe
s. A
s a
n e
xa
mp
le a
ma
rket re
se
arc
her m
igh
t has b
asic
set o
f stru
ctu
red q
ue
stio
ns, d
epe
nd
ing
on
the
an
sw
er g
o to
mo
re o
pe
n q
ue
stio
ns to
pu
ll ou
t th
e a
nsw
ers
.
Un
stru
ctu
red
T
he
se
ca
n b
e o
pe
n-e
nd
ed a
nd
in-d
epth
. In th
is ty
pe o
f inte
rvie
w th
ere
is a
lot o
f fle
xib
ility, b
ut th
e ro
le o
f the in
terv
iew
er is
a little
diffe
rent th
ey h
ave
guid
e th
e
inte
rvie
we
e. T
ele
ph
on
e in
terv
iew
s c
an
ofte
n b
e o
f the
se
typ
es.
Co
urs
e: C
SY
M0
23
85
To
pic
: F
ocu
s G
rou
ps
He
re is
the
co
nfu
sin
g b
it, the
y d
o n
ot b
e in
a g
rou
p, th
ey c
an
be
on
e-to
-on
e (b
ut o
ne
-to-o
ne
of s
eve
ral
ind
ivid
ua
ls in
a g
rou
p). In
term
s o
f
stru
ctu
re th
ese c
an b
e a
ny o
f the
ab
ove. F
ocu
s g
rou
ps a
re m
ea
nt to
get a
gro
up
to ‘fo
cu
s’ o
n s
pe
cific
to
pic
. Usu
ally
the
se
are
op
en
-en
de
d d
iscu
ssio
ns a
nd u
su
ally
no
t qu
ick to
co
llect th
e re
spo
nse
s. T
he
inte
rvie
wer ro
le is
to g
uid
e th
e d
iscu
ssio
n. T
he
se a
re e
fficie
nt m
eth
ods a
s th
e a
mo
un
t of d
ata
co
llecte
d
from
se
ve
ral p
eo
ple
sim
ulta
ne
ously
incre
ase
s th
e q
uan
tity o
f the
da
ta. G
rou
p d
yn
am
ic c
an
he
lp to
fo
cu
s th
e to
pic
, and
en
ab
le s
ha
red v
iew
s to
be
se
en
. No
t an e
xp
en
siv
e m
eth
od
an
d p
artic
ipan
ts c
an
be
stim
ula
ted
by th
e c
om
me
nts
of o
the
rs.
Th
ere
are
dis
ad
va
nta
ge
s th
ou
gh. N
um
be
r of q
uestio
ns h
as b
e v
ery
limite
d a
nd
to b
e e
ffectiv
e th
e
rese
arc
he
r ne
ed
s to
be
skille
d. B
ias is
a p
ote
ntia
l pro
ble
m, a
s th
ose
with
stro
ng ‘p
ers
on
alitie
s’ c
an
d
om
ina
te.
Co
nfid
en
tiality is
limite
d b
y th
e g
roup
na
ture
.
Co
urs
e: C
SY
M0
23
86
To
pic
: S
elf T
est 1
No
w y
ou
ha
ve w
ork
thro
ug
h th
e m
ate
rial n
ow
co
nsid
er q
ue
stio
n ty
pe
s, in
terv
iew
an
d fo
cu
s g
rou
ps.
(Yo
u d
on
't ha
ve
to u
se
the
sp
ace
pro
vid
ed
be
low
to a
nsw
er th
e fo
llow
ing
qu
estio
ns)
1.F
or e
ach
of th
ese
thin
k o
f an e
xa
mp
le o
f ho
w th
ey c
ou
ld b
e u
se
d s
uccessfu
lly in
yo
ur d
isserta
tion
w
ork
.
2. N
ow
co
nsid
er th
e th
ree
yo
u a
re m
ost lik
ely
to u
se a
nd
sta
te a
dva
nta
ge
s a
nd
dis
adva
nta
ges.
Answ
er fo
r this
qu
estio
n c
an
be
writte
n in
the
sp
ace
pro
vid
ed
be
low
.
Co
urs
e: C
SY
M0
23
87
Eth
ics
Le
ss
on
Co
nte
nts
Intro
ductio
n
Re
se
arc
h E
thic
s
Eth
ics C
om
ittee
Co
urs
e: C
SY
M0
23
88
To
pic
: In
trod
uctio
n
Th
e fo
llow
ing d
ictio
na
ry d
efin
ition
s p
rovid
e a
use
ful s
tatin
g p
oin
t wh
en
co
nsid
erin
g th
e m
ea
nin
g o
f e
thic
s:
“1. (u
su. tre
ate
d a
s s
ing
.)Th
e s
cie
nce
of m
ora
ls in
hum
an
co
nd
uct; m
ora
l ph
iloso
ph
y. 2
a (tre
ate
d a
s
pl) m
ora
l prin
cip
les; ru
les o
f co
nd
uct
b (o
ften
treate
d a
s p
l.) a s
et o
f the
se
(me
dic
al e
thic
s)” [T
he
co
ncis
e O
xfo
rd D
ictio
na
ry]
Fro
m th
ese
de
finitio
ns it is
cle
ar th
at e
thic
s is
ab
ou
t mora
l va
lue
s a
nd
co
de
s o
f beh
avio
ur. A
ll p
rofe
ssio
na
l bo
die
s h
ave
the
ir ow
n c
od
e o
f pro
fessio
na
l co
nd
uct, w
hic
h d
ete
rmin
es th
e e
xp
ecte
d
mora
l va
lue
s a
nd c
ode
s o
f beh
avio
ur w
ithin
the
pro
fessio
n. T
he
en
gin
ee
ring
institu
tion
s, in
ad
ditio
n to
th
eir c
od
e o
f pro
fessio
na
l co
nd
uct, a
lso
issue
a s
erie
s o
f gu
ide
s th
at p
rovid
e in
form
atio
n o
n th
e
reco
mm
en
de
d p
roce
du
re to
be a
do
pte
d in
are
as o
f wo
rk re
late
d to
the p
rofe
ssio
n. If y
ou
are
a
mem
be
r of a
pro
fessio
na
l bo
dy o
bta
in a
cop
y o
f the
ir co
de
of p
rofe
ssio
na
l co
nd
uct.
Co
urs
e: C
SY
M0
23
89
To
pic
: R
ese
arc
h E
thic
s
Wheth
er y
ou c
arry
ou
t qu
alita
tive re
se
arc
h o
r qu
an
titativ
e re
se
arc
h y
ou w
ill be
co
nce
rne
d w
ith g
ath
erin
g
da
ta, w
hic
h w
ill then
be
an
aly
se
d a
nd
pre
se
nte
d in
the
final re
po
rt.
Issu
e
De
scrip
tion
H
elp
to a
vo
id p
rob
lem
s/ is
su
es to
co
ns
ide
r.
Pla
ga
rism
the
dire
ct c
op
yin
g o
f wo
rk
by o
the
rs a
nd
pre
se
ntin
g
it as y
ou
r ow
n w
eth
er
inte
ntin
ally
or n
ot, a
nd
the
ne
ed
to a
ckn
ow
led
ge
an
d c
orre
ctly re
fere
nce
all d
irect q
uo
tatio
ns u
se
d
in y
ou
r rep
orts
.
Corre
ct re
fere
ncin
g (u
sin
g th
e h
arv
ard
syste
m).
Th
e U
niv
ers
ity h
as a
n N
ILE
mo
du
le c
alle
d U
NP
AC
a
im to
he
lp.
Fro
m th
e L
ibra
ry L
iera
tion
( h
ttp://lib
rary
.no
rtha
mp
ton
.ac.u
k/lib
era
tion/)
Co
nfid
en
tiality
If y
ou
inte
nd
to g
ath
er
da
ta fro
m c
om
pan
ies o
r fro
m in
div
idu
als
yo
u m
ust
se
ek th
eir p
erm
issio
n a
nd
e
xp
lain
the p
urp
ose
for
whic
h it is
to b
e u
se
d.
An
y agre
em
en
t reach
ed
on th
e u
se
of th
e m
ate
rials
m
ust b
e o
bse
rve
d a
nd th
e p
rovid
er o
f the
da
ta m
ay
req
uire
evid
en
ce
of th
is.
If yo
u u
se
da
ta th
at is
alre
ad
y p
ub
lish
ed
make
su
re
tha
t it is c
orre
ctly
ide
ntifie
d a
nd
refe
ren
ce
d in
yo
ur
rep
ort.
Th
ere
is a
furth
er p
roble
m h
ere
with
the s
po
nso
rs o
f th
e p
roje
ct a
re th
e o
rgan
isa
tion
yo
ur u
sin
g a
s a
ca
se
stu
dy. W
hat d
o y
ou d
o if y
ou
r rese
arc
h re
sults
rais
e
po
ints
tha
t wo
uld
po
tentia
lly b
e d
etrim
en
tal to
the
o
rga
nis
atio
n. T
he
y a
re s
po
nsorin
g y
ou, b
ut yo
ur
resu
lts th
at h
ave
to b
e s
ee
n b
y p
eo
ple
ou
tsid
e th
e
org
an
isa
tion
. The
re is
a c
on
flict o
f inte
rest. W
hat d
o
yo
u d
o?
An
on
ym
ity
Th
is fo
llow
s fro
m
co
nfid
en
tiality
, e.g
. if a
co
mp
an
y o
r ind
ivid
ua
l su
pply
ing
da
ta w
ish
es to
re
ma
in a
no
nym
ous.
Ho
w d
o y
ou
pre
sen
t the d
ata
so
tha
t the
y c
an
no
t be
ide
ntifie
d?
Info
rme
d
Co
nse
nt
In re
sea
rch
that in
vo
lve
s
oth
ers
pa
rticip
atin
g in
yo
ur re
se
arc
h. T
he
pa
rticip
an
ts m
ust b
e fu
lly
info
rme
d a
bo
ut th
e
rese
arc
h p
roje
ct b
efo
re
the
y a
gre
e to
take p
art.
Defin
ing
wh
at in
form
ed
co
nse
nt m
ean
s is
d
ifficult, b
ut fro
m a
p
ractic
al p
oin
t of v
iew
we
Yo
ur re
se
arc
h m
igh
t inclu
de
un
co
ve
ring
pe
op
les
pe
rso
n v
iew
on h
ow
the
inte
rne
t is u
sed
with
in th
eir
org
an
iza
tion
s. S
o a
pote
ntia
l pa
rticip
an
t mig
ht h
ave
q
ue
stio
ns th
at n
ee
d to
be a
nsw
ere
d b
efo
re ta
kin
g
pa
rt such
as:
- Will m
y o
rga
niz
atio
n fin
d o
ut w
hat I s
aid
?
- Ho
w w
ill the
da
ta p
rod
uced
be
use
d?
- Will th
e in
form
atio
n b
e p
ub
lish
ed
?
- Ca
n I p
ull o
ut o
f the
rese
arc
h a
t an
ytim
e? If s
o
Co
urs
e: C
SY
M0
23
90
ha
ve d
esig
n th
e c
onse
nt
to in
clu
de
an
y info
rmatio
n
the
pa
rticip
an
t is lik
ely to
n
eed
to d
ecid
ed w
he
the
r to
take p
art o
r not.
ho
w?
It is u
su
al to
inclu
de
a ‘c
oo
ling
-off’ p
erio
d b
etw
ee
n
ag
ree
ing
to ta
ke p
art a
nd
actu
ally ta
kin
g p
art. S
om
e
stu
die
s h
ave
a c
oo
ling o
ff pe
riod o
f 24
ho
urs
, the
len
gth
of p
erio
d d
ep
en
ds o
n th
e n
atu
re o
f rese
arc
h.
It is p
ossib
le th
at p
rovid
ing
so
me
info
rma
tion
co
uld
b
ias th
e re
se
arc
h in
ce
rtain
dire
ctio
ns.
Th
e in
form
ed
co
nse
nt s
tag
e is
als
o w
he
re th
e
qu
estio
n o
f conflic
t of in
tere
st c
an
als
o b
e a
dd
resse
d
by s
ayin
g w
ha
t is g
oin
g to
ha
pp
en
with
the
resu
lts.
Pro
fessio
na
lism
T
he m
ean
s w
ork
ing
a
ccord
ing
to la
id d
ow
n
co
de o
f pro
fessio
na
l co
ndu
ct
an
d p
resen
ting y
our
rep
ort in
a m
an
ne
r that
ad
he
res to
the
ge
nera
lly
ag
ree
d s
tand
ard
s fo
r the
e
ng
ine
erin
g p
rofe
ssio
n.
Fo
llow
ing
dire
ctly
from
th
is p
oin
t, the
wa
y th
e
rese
arc
h is
carrie
d o
ut
an
d d
ata
is g
ath
ere
d a
nd
p
rese
nte
d in
yo
ur re
po
rt n
eed
s to
be
hon
est a
nd
fre
e fro
m a
mbig
uity
.
Hen
ce
an
y fo
rm o
f frau
d is
un
accep
tab
le.
Pla
gia
rism
ha
s a
lrea
dy b
ee
n m
entio
ne
d a
nd
to th
is
ca
n b
e a
dde
d, a
mo
ng
st o
the
rs, fo
rgin
g o
f da
ta a
nd
ob
fuscatio
n, w
hic
h is
to m
ake
so
me
thin
g o
bscu
re.
Obscu
rity c
an
resu
lt from
a lo
ng
-win
ded
ap
pro
ach
an
d th
e in
clu
sio
n o
f un
ne
ce
ssa
ry m
ate
rial s
uch
as
len
gth
y m
ath
em
atic
s w
he
re a
sim
ple
solu
tion
wo
uld
b
e m
ore
ap
pro
pria
te.
A s
pe
cific
co
ntrib
utio
n b
y o
the
rs to
yo
ur d
isse
rtatio
n
mu
st a
lso
be
cle
arly
ide
ntifie
d a
nd
ackn
ow
led
ge
d.
One
fina
l and
imp
orta
nt p
oin
t is th
at y
ou
mu
st w
rite
yo
ur d
isse
rtatio
n
At a
ll sta
ge
s e
thic
al is
sue
s m
ay a
rise
an
d s
o y
ou
r rese
arc
h s
ho
uld
follo
w a
ge
nera
lly a
cce
pta
ble
co
de o
f re
se
arc
h b
eh
avio
ur. Y
ou
mu
st a
lso
be
aw
are
of th
e e
thic
al is
su
es d
urin
g th
e p
lann
ing
sta
ge
s o
f yo
ur
rese
arc
h.
Co
urs
e: C
SY
M0
23
91
To
pic
: E
thic
s C
om
ittee
Most in
stitu
tion
s (in
clu
din
g U
niv
ers
ity o
f No
rtha
mp
ton
) ha
ve
esta
blis
he
d e
thic
al p
olic
ies o
n h
ow
re
se
arc
h is
co
nd
ucte
d a
nd w
ha
t ne
eds to
be
co
nsid
ere
d fo
r there
se
arc
h to
eth
ica
l. This
inclu
de
s a
ny
typ
e o
f rese
arc
h c
arrie
d. P
art o
f this
is a
form
al c
om
mitte
e to
mon
itor e
thic
al is
sue
s in
rese
arc
h
activ
ity.
Th
oug
h th
eir ro
le is
in p
art to
dis
sem
ina
te g
ood
pra
ctic
e a
nd e
sta
blis
h e
thic
al p
olic
y, a
lot th
eir w
ork
is
revie
win
g re
se
arc
h p
rop
osa
ls to
en
su
re e
thic
al is
su
es a
re c
on
sid
ere
d a
nd
ad
dre
sse
d.
As e
xa
mp
le, if y
our re
se
arc
h w
as c
on
ce
rne
d w
ith fin
din
g h
ow
sch
oo
l child
ren
use
we
b-p
ag
es to
aid
le
arn
ing
. Th
is re
se
arc
h h
as s
eve
rale
thic
al is
su
es s
uch a
s
- ho
w c
an
a c
hild
giv
e in
form
ed
co
nse
nt?
- Ca
n a
sp
ecific
ch
ild b
e id
en
tified fro
m th
e d
ata
?
- Ca
n a
ch
ild b
e h
arm
ed
by th
e re
se
arc
h?
- Do
es th
e re
se
arc
he
r ne
ed
s to
ha
ve a
CR
B c
he
ck?
Gen
era
lly, if y
ou h
ave
an
y d
oub
ts th
at th
ere
is a
n e
thic
al p
rob
lem
s th
at y
ou
wan
t advic
e, y
ou
sh
ou
ld
ask a
dvic
e fro
m th
e e
thic
s c
om
mitte
e.
Eth
ica
l co
mm
ittee
s u
su
ally
ha
ve
the
po
we
r to v
eto
a re
sea
rch
pro
po
sal,
bu
t usu
ally
the
y m
ake
reco
mm
en
datio
ns to
imp
rove
the
rese
arc
h d
esig
n. If y
ou
are
involv
ed
in
rese
arc
h w
ith th
e N
atio
na
l He
alth
Serv
ice
invo
lvin
g p
atie
nts
, it mig
ht h
ave
to b
e re
ferre
d to
the
local
NH
S e
thic
s p
an
el fo
r ap
pro
val a
s w
ell.
Co
urs
e: C
SY
M0
23
92
Da
ta In
terp
retin
g a
nd
Pre
sen
ting
Le
ss
on
Co
nte
nts
Intro
ductio
n
Inte
rpre
ting
an
d P
resen
ting
Pre
se
ntin
g M
eth
od
s
Sa
mp
le A
na
lysis
Meth
od
s
Co
mp
utin
g M
eth
od
s
Co
urs
e: C
SY
M0
23
93
To
pic
: In
trod
uctio
n
Da
ta c
olle
ctio
n, b
y w
ha
teve
r me
tho
ds y
ou c
ho
ose, m
ea
ns v
ery
little u
ntil it is
ana
lysed
, eva
lua
ted
an
d
pre
se
nte
d in
a s
uita
ble
form
at. G
ath
erin
g v
ast a
mo
un
ts o
f info
rma
tion
in th
e h
op
e th
at s
om
e u
se
ful
info
rma
tion w
ill em
erg
e is
certa
inly n
ot re
co
mm
en
de
d fo
r the
typ
e a
nd
time
sca
le o
f stu
dy w
hic
h yo
u
are
un
de
rtakin
g. T
his
will a
lso
make
the a
na
lysis
mo
re c
om
ple
x a
nd
time
co
nsum
ing
. Yo
u m
ust,
there
fore
, de
cid
e w
ha
t the
restric
tions a
re fo
r yo
ur re
sea
rch
topic
, an
d g
ath
er b
oth
the
qu
ality
an
d
qu
antity
of in
form
atio
n a
nd
da
ta th
at c
an
be
rea
dily
an
aly
sed
, inte
rpre
ted
an
d p
rese
nte
d.
In m
ost ‘s
hort tim
esca
le’ p
roje
cts
it will b
e s
uffic
ien
t to o
nly
an
aly
se
da
ta in
a re
lativ
ely
sim
ple
wa
y. If
yo
ur m
eth
od
s o
f data
co
llectio
n a
re w
ell d
evis
ed
an
d y
ou
have
ad
op
ted
a s
yste
m, th
en th
e ta
sk o
f a
na
lysis
and
inte
rpre
tatio
n w
ill be
all th
e m
ore
sim
ple
r.
One
imp
orta
nt p
oin
t to n
ote
is th
at o
f gen
era
lisa
tion
. With
a re
lativ
ely
sm
all-s
ca
le p
roje
ct, c
are
mu
st b
e
take
n n
ot to
cla
im m
ore
tha
n th
e in
form
atio
n y
ou
ha
ve g
ath
ere
d w
arra
nts
. Eq
ua
l ca
re m
ust a
lso
be
ta
ke
n n
ot to
atte
mpt g
ene
ralis
atio
ns b
ase
d o
n a
n in
su
fficie
nt a
mou
nt o
f da
ta e
.g. b
ase
d o
n th
e re
su
lts
of 1
0 in
terv
iew
s, it is
cla
ime
d th
at lift m
ain
tena
nce
is u
nn
ecessa
ry.
Co
urs
e: C
SY
M0
23
94
To
pic
: In
terp
retin
g a
nd P
resen
ting
Th
e m
eth
od
s b
y wh
ich
you
ch
oo
se
to a
naly
se, in
terp
ret a
nd
pre
se
nt th
e in
form
atio
n th
at y
ou
ga
the
r d
urin
g y
ou
r resea
rch
will la
rge
ly d
ep
end
on
the to
pic
yo
u h
ave c
ho
se
n, a
nd
the
meth
od
s y
ou
se
lect fo
r co
llectio
n. T
he
ke
y, a
s a
lwa
ys, is
no
t to b
e to
o a
mb
itiou
s. T
his
als
o re
late
s to
the a
mo
un
t (an
d p
ossib
ly
qu
ality
) of in
form
atio
n yo
u g
ath
er. T
oo little
info
rmatio
n w
ill no
t be s
uffic
ien
t to s
up
po
rt you
r arg
um
en
t,
an
d y
ou
are
in d
an
ge
r of g
en
era
lisin
g b
ased
on
‘insu
fficie
nt in
form
atio
n’. T
oo
mu
ch
info
rma
tion
, an
d
the ta
sk o
f an
aly
sis
will b
ecom
e to
o m
uch
, or to
o c
om
ple
x to
ach
ieve
. It is im
po
rtan
t to re
me
mb
er th
at
sim
ply
eva
lua
ting a
nd
pre
se
ntin
g th
e in
form
atio
n (e
.g. c
olla
ting
resp
onse
s to
a q
uestio
nna
ire, a
nd
pre
se
ntin
g a
s g
rap
hs) is
not s
uffic
ien
t – th
ere
musta
lso
be s
om
e (c
ritica
l) inte
rpre
tatio
n o
f yo
ur
find
ing
s.
Yo
u w
ill be
ab
le to
find
am
ple
refe
ren
ce a
nd
exa
mp
les o
f diffe
ren
ttech
niq
ues fo
r an
aly
sin
g a
nd
p
rese
ntin
g in
form
atio
n in
the re
sea
rch
meth
od
s b
oo
ks o
n th
e re
ad
ing
list fo
r this
mod
ule
. De
pe
nd
ing
o
n y
ou
r rese
arc
h to
pic
and
ch
ose
n fra
me
wo
rk (e
.g. lite
ratu
re s
ea
rch
es, e
xp
erim
en
tal re
sea
rch
, q
ue
stio
nn
aire
s, in
terv
iew
s e
tc), s
om
e o
f the
se re
fere
nces w
ill be m
ore
ap
pro
pria
te th
an
oth
ers
. Try
to,
at le
ast, h
ave
so
me
ide
a o
f ho
w yo
u a
re g
oin
g to
ana
lyse a
nd
pre
se
nt (n
ot fo
rge
tting
inte
rpre
t) yo
ur
info
rma
tion b
efo
re y
ou s
tart c
olle
ctin
g it. Y
ou
r ide
as m
ay w
ell c
han
ge
, bu
t at le
ast th
is w
ill giv
e y
ou
so
me
gu
ida
nce a
s to
wha
t yo
u s
ho
uld
be
co
llectin
g.
Co
urs
e: C
SY
M0
23
95
To
pic
: P
rese
ntin
g M
eth
ods
Me
tho
ds
D
es
crip
tion
Lis
ts
Lis
ts a
re a
sim
ple
wa
y o
f colla
ting
and
pre
se
ntin
g in
form
atio
n. T
he
y ma
y a
lso
be
use
d fo
r sim
ple
ana
lysis
(e.g
. mo
st im
po
rtan
t first in
list, th
en
de
sce
nd
ing
ord
er).
Nu
mb
ers
ma
y b
e p
lace
d a
ga
inst e
ach ite
m in
the lis
t – a
nd
a g
rap
h p
rod
uce
d if
ap
pro
pria
te.
Ca
tego
risa
tion
A
no
the
r wa
y o
f gro
upin
g a
nd
an
aly
sin
g d
ata
is to
put it in
to c
ate
go
ries (e
.g. a
ge
ra
ng
es o
r nu
mb
er o
f a p
artic
ula
r type
of lift b
rea
kdo
wn e
tc.). R
esu
lts m
ay b
e
pre
se
nte
d in
a ta
ble
, or a
s a
gra
ph
.
Grid
s/T
ab
les
Grid
s a
nd
Ta
ble
s m
ay b
e u
se
d to
sh
ow
‘on
e-d
ime
nsio
na
l’ da
ta o
r pe
rform
som
e
sim
ple
co
rrela
tion
be
twe
en
da
ta (e
.g. ty
pes o
f lift bre
akd
ow
n a
ga
inst lift u
sa
ge
). A
ga
in, re
sults
ma
y b
e p
rese
nte
d in
tab
ula
r or g
raph
ica
l form
.
Sca
les
Sca
les a
re g
en
era
lly u
sed
to g
ive
so
me
dis
cre
te m
easu
re o
f a p
artic
ula
r item
(e.g
. in
a q
ue
stio
nn
aire
– ra
te lift p
erfo
rma
nce
from
1 (g
oo
d) to
6 (p
oo
r)). Th
ere
are
ma
ny
diffe
ren
t typ
es o
f sca
le th
at c
an
be
use
d, s
o c
on
su
lt the re
sea
rch
meth
od
s b
oo
ks.
Fin
din
gs c
an
ag
ain
be
pre
se
nte
d in
tabu
lar o
r gra
ph
ica
l form
.
Gra
ph
s
Gra
phs a
re a
go
od
wa
y o
f an
aly
sin
g a
nd
pre
se
ntin
g d
ata
. Be
ca
refu
l, ho
we
ve
r, no
t to
inclu
de
them
just fo
r the
sa
ke
of it, a
nd
make
su
re th
at th
ey a
re c
lear to
un
de
rsta
nd
.
Co
urs
e: C
SY
M0
23
96
To
pic
: S
am
ple
Ana
lysis
Meth
ods
Me
tho
d
De
tail
Co
rrela
tion
C
orre
latio
n te
chn
iqu
es m
ay b
e u
se
d to
look fo
r links b
etw
ee
n c
on
cep
ts (e
.g. h
ow
lift a
ccid
ents
ha
ve
redu
ce
d th
rou
gh n
ew
sta
nd
ard
s). G
en
era
lly, y
ou
will c
ho
se
to p
rove
or
dis
pro
ve
a h
yp
oth
esis
, an
d to
investig
ate
the
mea
su
re o
f corre
latio
n. T
here
are
va
riou
s
ma
the
ma
tica
l me
tho
ds a
nd
oth
er te
ch
niq
ues th
at c
an
be
used
for th
is ty
pe
of a
naly
sis
, a
nd th
ese
can
be
fou
nd
in th
e re
se
arc
h b
oo
ks.
Infe
rence
Infe
ren
ce
tech
niq
ue
s m
ay b
e u
sed
to m
ake
so
me p
redic
tion
of s
om
eth
ing
with
a c
erta
in
de
gre
e o
f co
nfid
en
ce b
ase
d o
n a
limite
d a
mo
un
t of in
form
atio
n (e
.g. th
e o
ve
rall
occurre
nce
of lo
ck fa
ults
on a
ll UK
lifts b
ase
d o
n a
sa
mp
le o
f 10
0).
The
se
are
on
ly a
few
of th
e te
chn
iqu
es th
at a
re a
vaila
ble
.
If yo
ur to
pic
dem
an
ds e
xp
erim
en
tal w
ork
, the
n y
ou m
ay w
ell c
ho
ose to
use
far m
ore
co
mp
lex
ma
the
ma
tica
l tech
niq
ue
s. T
he k
ey is
no
t to a
ttem
pt c
om
ple
x te
ch
niq
ue
s if y
ou
do
no
t ha
ve th
e e
xp
ertis
e
to c
op
e! If y
ou
r resea
rch
is e
ntire
ly lite
ratu
re b
ased
, yo
u m
ay s
till use a
pp
rop
riate
tech
niq
ues to
ca
teg
oris
e a
nd p
resen
t you
r findin
gs. W
ithin
yo
ur fin
al d
isserta
tion
, a s
um
ma
ry o
f yo
ur fin
din
gs is
qu
ite
su
fficie
nt –
you
sho
uld
, if ap
pro
pria
te, in
clu
de
exam
ple
s o
f the w
ays in
wh
ich
ga
the
red
yo
ur d
ata
(e
xp
erim
en
tal m
eth
od
and
results
, sam
ple
qu
estio
nn
aire
s e
tc.). F
ina
lly, re
me
mb
er th
at y
ou
must a
lso
critic
ally
inte
rpre
t the in
form
atio
n y
ou
co
llect. It is
no
t su
fficie
nt, fo
r exa
mp
le, to
sim
ply
ga
the
r data
and
p
lot a
gra
ph. Y
ou
must c
ritica
lly in
terp
ret th
e m
ea
nin
g o
f this
gra
ph
in lig
ht o
f oth
er in
form
atio
n th
at y
ou
ha
ve
ob
tain
ed
. 7.3
Use o
f Softw
are
Pa
cka
ge
s
Co
urs
e: C
SY
M0
23
97
To
pic
: C
om
putin
g M
eth
ods
Th
e a
na
lysis
an
d p
resen
tatio
n o
f data
len
ds its
elf to
the u
se
of a
co
mpu
ter a
nd s
oftw
are
pa
cka
ges.
Yo
u s
ho
uld
be
ab
le to
ca
rry o
ut a
ll of th
e a
naly
sis
an
d p
resen
tatio
n o
f you
r data
usin
g a
sp
read
sh
eet,
su
ch
as E
xce
l With
all s
pre
adsh
ee
t so
ftwa
re y
ou
ca
n ta
bu
late
da
ta a
nd
ve
ry e
asily
pro
duce
gra
ph
s fo
r in
clu
sio
n in
to y
our d
isse
rtatio
n. It is
po
ssib
le w
ith m
ost p
acka
ge
s to
perfo
rm q
uite
a c
om
ple
x le
vel o
f a
na
lysis
.
Sh
ou
ld y
ou w
ish
to a
naly
se
mo
re c
om
ple
x, o
r a la
rge
r am
ou
nt o
f da
ta,th
en
sp
ecia
list s
tatis
tica
l so
ftwa
re p
ackag
es (s
uch
as S
PS
S) a
re a
va
ilab
le. F
or m
ath
em
atic
al a
na
lysis
of e
xp
erim
en
tal w
ork
you
m
ay a
lso
ch
oo
se
pa
cka
ge
s s
uch a
s M
atL
ab o
r Ma
thC
AD
. Rem
em
be
r, ho
we
ver, th
at th
e tim
e a
va
ilable
fo
r yo
ur w
ho
le re
se
arc
h p
roje
ct is
limite
d, a
nd
tha
t ge
tting
to g
rips w
ith a
ne
w a
nd
un
fam
iliar p
iece
of
so
ftwa
re is
ofte
n tim
e c
on
su
min
g.
Co
urs
e: C
SY
M0
23
98
Dis
se
rtatio
n S
tructu
re
Le
ss
on
Co
nte
nts
Intro
ductio
n
Stru
ctu
re o
f Cla
ssic
Dis
se
rtatio
n
To
be
co
nsid
ere
d
Exp
erim
en
tal-T
yp
e D
isse
rtatio
n
Sty
le a
nd
vo
ice
Ap
pe
nd
ice
s
Co
urs
e: C
SY
M0
23
99
To
pic
: In
trod
uctio
n
Intro
ductio
n
Th
is is
the
fina
l lea
rnin
g p
acka
ge
an
d d
eals
with
the s
tructu
re, fo
rmat, p
rese
nta
tion
an
d w
riting
of th
e
dis
se
rtatio
n. Y
ou
will re
ca
ll tha
t at th
e w
ee
ke
nd
sch
oo
ls a
nd
thro
ug
hou
t the
co
urs
e w
e h
ave
e
nco
ura
ge
d y
ou to
ad
opt a
pa
rticu
lar s
tyle
of w
riting
an
d p
rese
ntin
g yo
ur a
ssig
nm
en
t wo
rk. T
his
p
ackag
e re
info
rce
s th
ose
pro
ced
ure
s a
lread
y c
ove
red in
de
tail a
nd
offe
rs fu
rther id
ea
s fo
r dra
fting a
nd
w
riting
the
dis
serta
tion.
Co
urs
e: C
SY
M0
23
10
0
To
pic
: S
tructu
re o
f Cla
ssic
Dis
serta
tion
As d
iscu
sse
d b
efo
re th
ere
is a
cla
ssic
al d
isse
rtatio
n s
tructu
re, a
nd w
e h
ave
enco
ura
ged
you
to fo
llow
th
is a
s c
lose
ly a
s p
ossib
le fo
r yo
ur k
ey s
sig
nm
en
ts. T
his
stru
ctu
re is
sh
ow
n b
elo
w.
T
itle p
ag
e
L
ist o
f co
nte
nts
A
bstra
ct
In
trod
uctio
n (a
pp
rox. 1
0%
)
L
itera
ture
revie
w (a
pp
rox. 2
0%
)
M
eth
od
olo
gy (a
pp
rox. 1
5%
)
P
rese
nta
tion
an
d a
na
lysis
of d
ata
(ap
pro
x. 2
5%
)
C
om
me
nts
an
d c
ritiqu
e o
f ou
tco
me
s o
r find
ings (a
pp
rox. 2
0%
)
C
on
clu
sio
ns (1
0%
)
R
efe
ren
ces
To
co
mp
ly w
ith u
niv
ers
ity re
gu
latio
ns th
e d
isse
rtatio
n w
ill be
ap
pro
xim
ate
ly 1
2 0
00
word
s.
Th
e w
ord
co
un
t inclu
des a
ll wo
rds in
the
dis
se
rtatio
n. T
he
stru
ctu
re s
how
n is
no
t se
t in s
ton
e s
o th
at
va
riatio
ns a
re a
cce
pta
ble
. Ho
we
ver, th
e e
lem
ents
co
nta
ine
d in
the c
lassic
al s
tructu
re m
ust b
e p
resen
t in
wh
ate
ve
r stru
ctu
re y
ou
decid
e to
ad
opt a
nd y
ou
mu
st a
dhe
re to
the
wo
rd lim
it.
Co
urs
e: C
SY
M0
23
10
1
To
pic
: T
o b
e c
onsid
ere
d
The
dis
serta
tion
mu
st b
e w
ord
-pro
ce
sse
d a
nd
all p
ag
es, d
iag
ram
s, ta
ble
s a
nd
figure
s p
rep
are
d u
sin
g
su
itab
le s
oftw
are
an
d a
pp
ropria
tely
num
be
red
. Ta
ke
ca
re to
set th
e p
ag
e la
yo
ut, m
arg
ins, fo
nt, e
tc o
n
yo
ur c
om
pute
r be
fore
yo
u s
tart p
roce
ssin
g. S
ele
ct a
font th
at is
ea
sy to
rea
d, th
ose
with
se
rifs a
re
ge
ne
rally
ea
sie
r to re
ad
tha
n th
ose
with
ou
t - Tim
es N
ew
Ro
ma
n, a
s u
se
d in
this
do
cum
en
t, ha
s s
erifs
w
he
rea
s th
e H
elv
etic
a fo
nt d
oe
s n
ot. T
he
follo
win
g a
re re
quire
me
nts
:
2
5 m
m m
arg
ins
d
oub
le s
pace
d lin
es
s
ing
le s
ide
d p
rintin
g
1
2 p
oin
t fon
t siz
e
Re
me
mb
er th
at c
on
sis
ten
cy o
f layo
ut a
nd
form
at is
pa
ram
ou
nt. If a
bb
revia
tion
s a
nd
acro
nym
s a
re to
be
exte
nsiv
ely
use
d th
rou
gho
ut th
e re
po
rt the
n th
e firs
t time
the
na
me
is in
trod
uce
d it m
ust b
e a
bb
revia
ted
a
nd th
ere
afte
r the a
bb
revia
tion
use
d, e
.g U
niv
ers
ity o
f No
rtha
mp
ton
(UoN
) wh
en
intro
du
ced
an
d U
CN
th
ere
afte
r. If there
are
num
ero
us a
brre
via
tion
s a
nd a
cro
nym
s th
en
a lis
t sh
ou
ld b
e in
clu
de
d a
fter th
e
co
nte
nts
pa
ge
(s).
Ele
me
nt
De
tail
Title
T
he
layou
t of th
e title
pa
ge
is a
s fo
llow
s:
Qu
ality
Assura
nce
in In
tern
et E
ng
ine
erin
gb
yM
. Mou
se
BS
cS
ub
mis
sio
n d
ate
: 15
A
ug
ust 2
01
0
A d
isse
rtatio
n s
ub
mitte
d in
pa
rtial fu
lfilme
nt o
f the re
quire
me
nts
of th
e d
egre
e o
f
Ma
ste
r of S
cie
nce
in C
om
pu
ting a
tUn
ivers
ity o
f No
rtham
pto
n
Ab
stra
ct
“The
functio
n o
f the
abstra
ct o
r exe
cutiv
e s
um
ma
ry is
to s
um
ma
rize
brie
fly th
e
natu
re o
f yo
ur re
se
arc
h p
roje
ct, its
co
nte
xt, h
ow
it wa
s c
arrie
d o
ut, a
nd
wha
t its
ma
jor fin
din
gs a
re.”(B
laxte
r, L. e
t al 1
99
6, p
23
8)U
oN
requ
ires th
e le
ng
th o
f the
abstra
ct to
be a
pp
roxim
ate
ly 2
00
wo
rds.
Ab
stra
cts
ha
ve th
e fo
llow
ing
use
s:
pro
vid
e p
ote
ntia
l read
ers
with
a q
uic
k
overv
iew
of th
e d
isse
rtatio
n
he
lp th
e w
riter to
focu
s a
nd s
tructu
re o
r restru
ctu
re
the
rep
ort
In th
e la
tter c
ase it m
ay b
e u
se
ful to
sta
rt dra
ft the a
bstra
ct b
efo
re th
e d
isse
rtatio
n is
co
mple
ted
.
Dra
fting
D
raftin
g a
nd
writin
g b
eg
ins a
s s
oon
as y
ou
sta
rt to c
olle
ct d
ata
. It follo
ws th
ere
fore
th
at th
ere
will b
e a
nu
mb
er d
rafts
and
revis
ion
s b
efo
re y
ou
arriv
e a
t the fin
al
docu
me
nt. A
ltho
ugh
ap
pro
ach
es to
writin
g d
ep
en
d v
ery
mu
ch
on th
e in
div
idu
als
co
nce
rne
d, it is
a g
oo
d id
ea
to w
rite u
p a
s y
ou
ga
the
r info
rma
tion
. Ed
iting
will th
en
ta
ke
pla
ce
as m
ore
info
rma
tion
is g
ath
ere
d a
nd
to ta
ke a
cco
un
t of th
e w
ord
limit
and
to lin
k th
e s
ectio
ns o
f the
dis
serta
tion
toge
the
r. Th
e fo
llow
ing
po
ints
sho
uld
als
o
be c
on
sid
ere
d.
If you
en
co
un
ter d
ifficu
lty in
sta
rting
to w
rite th
en
try w
riting
the
in
trodu
ctio
n to
the
dis
serta
tion. A
ltho
ug
h y
ou
will h
ave
to re
dra
ft this
a n
um
be
r of
time
s it s
ho
uld
he
lp y
ou
to fo
cus y
ou
r tho
ug
hts
with
reg
ard
to th
e c
olle
ctin
g o
f data
and
oth
er re
leva
nt in
form
atio
n.
Writin
g b
locks m
ay o
ccu
r at a
ny tim
e. If th
is
hap
pe
ns p
roce
ss a
ny in
form
atio
n yo
u h
ave
gath
ere
d ju
st to
try a
nd
rem
ove
the
Co
urs
e: C
SY
M0
23
10
2
blo
ck, th
e w
ay fo
rwa
rd m
ay th
en
em
erg
e d
urin
g th
is a
ctiv
ity.
Som
etim
es w
he
n
writin
g th
e id
ea
s ju
st flo
w. U
nfo
rtuna
tely
the
pro
ble
m y
ou
ma
y th
en e
nco
un
ter is
th
at o
f lack o
f time
to c
om
ple
te th
e s
ectio
n y
ou
are
writin
g. W
he
n th
is h
ap
pen
s
lea
ve
cle
ar p
oin
ters
to th
e n
ext to
pic
you
wis
h to
intro
du
ce
, pe
rha
ps b
y w
riting
the
sta
rt of th
e n
ext s
ente
nce
or b
y a
se
ries o
f bulle
t po
ints
so it is
rela
tively
ea
sy to
re
co
mm
ence
writin
g.
No
n-
dis
crim
inato
ry
lan
gu
ag
e
Yo
u m
ust u
se n
on
-dis
crim
ina
tory
lan
gua
ge
thro
ug
hou
t yo
ur d
isse
rtatio
n.
The
ba
sic
prin
cip
le in
vo
lve
d is
writin
g in
su
ch
a w
ay th
at is
do
es n
ot d
en
igra
te o
r e
xclu
de
d p
artic
ula
r gro
up
s o
f pe
op
le o
n th
e b
asis
of w
hat m
ay b
e fa
irly a
rbitra
ry
ch
ara
cte
ristic
s, s
uch a
s s
ex, a
ge
, race
, relig
ion
, ph
ysic
al a
nd m
enta
l ab
ilities o
r se
xu
al o
rien
tatio
n. (B
laxte
r et a
l 19
96
, p. 2
24
)
He
ad
ing
an
d
su
b-h
ea
din
gs
The
cla
ssic
al d
isse
rtatio
n s
tyle
su
gge
sts
a lim
ited
num
be
r of m
ain
hea
din
gs. C
are
is
ne
ed
ed w
ith s
ub-h
ea
din
gs a
nd th
e n
um
berin
g o
f he
ad
ing
s a
nd
su
b-h
ead
ings
sh
ou
ld b
e a
vo
ide
d. Y
ou
are
writin
g a
n a
ca
de
mic
dis
se
rtatio
n w
he
re c
lau
se
an
d s
ub
cla
use
s a
re im
po
rtant fo
r refe
ren
ce p
urp
ose
s. If y
ou
use
su
b-h
ea
din
gs it m
ust m
ake
th
e te
xt m
ore
acce
ssib
le, n
ot tu
rn it in
to a
dire
cto
ry o
f sh
ort p
ara
gra
ph
s w
ith n
o
co
he
ren
t flow
of id
eas. If y
ou
r essa
y is c
oh
ere
nt, w
ith o
ne p
art re
latin
g to
an
oth
er,
build
ing to
a c
on
clu
sio
n, th
en
you
will n
ot n
eed
man
y s
ub
-he
ad
ing
s. (B
arn
es 1
99
5,
p. 8
4)
Re
fere
ncin
g
an
d Q
uo
ting
R
efe
ren
ce
s a
pp
ea
r in th
e te
xt a
s a
sig
na
l tha
t evid
en
ce
in th
e fo
rm o
f bo
oks o
r p
ap
ers
exis
ts a
nd
ca
n b
e fo
und
els
ew
here
if the
rea
de
r wis
he
s to
pu
rsu
e th
is
aven
ue
. Quo
tatio
ns a
re v
erb
atim
, that is
, giv
en
in th
e e
xa
ct w
ord
s o
f the
write
r an
d
inclu
de
d in
the
text s
o th
at th
e re
ade
rs d
o n
ot h
ave
to h
un
t for th
em
. (Ba
rne
s 1
995
, p
. 74
)
The
Re
fere
ncin
g G
uid
e to
the
Ha
rva
rd S
yste
m o
f refe
ren
cin
g is
ava
ilab
le o
n th
e
Uin
ve
rsity’s
we
bsite
(http
://libra
ry.north
am
pto
n.a
c.u
k/file
s/g
uid
es/h
arv
ard
.doc) a
nd
sh
ou
ld b
e rig
oro
usly
ad
here
d to
.
Co
urs
e: C
SY
M0
23
10
3
To
pic
: E
xperim
en
tal-T
ype
Dis
se
rtatio
n
Th
ere
ca
n b
e m
odific
atio
n to
this
cla
ssic
dis
se
rtatio
n s
tructu
re. A
n e
xa
mp
le o
f wh
ich
is s
ho
wn
he
re fo
r e
xp
erim
en
tal d
isse
rtatio
ns. A
n e
xam
ple
stru
ctu
re is
sho
wn
be
low
.
· Title
pa
ge
· Lis
t of c
on
tents
· Abstra
ct
· Intro
du
ctio
n
· Lite
ratu
re re
vie
w
· Exp
erim
ent
· Meth
od
olo
gy
· Pre
se
nta
tion
an
d a
naly
sis
of d
ata
· Co
mm
en
ts a
nd c
ritiqu
e o
f ou
tco
me
s o
r find
ing
s, id
ea
lly th
at le
ad to
the
ne
xt s
et o
f exp
erim
ents
· Co
nclu
sio
ns
· Refe
ren
ce
s
Th
e E
xp
erim
ent s
ectio
n m
ay b
e re
pe
ate
d s
evera
l time
s
To
co
mp
ly w
ith u
niv
ers
ity re
gu
latio
ns th
e d
isse
rtatio
n w
ill be
ap
pro
xim
ate
ly 1
2 0
00
word
s.
Th
e w
ord
co
un
t inclu
des a
ll wo
rds in
the
dis
se
rtatio
n. T
he
stru
ctu
re s
how
n is
no
t se
t in s
ton
e s
o th
at
va
riatio
ns a
re a
cce
pta
ble
. Ho
we
ver, th
e e
lem
ents
co
nta
ine
d in
the c
lassic
al s
tructu
re m
ust b
e p
resen
t in
wh
ate
ve
r stru
ctu
re y
ou
decid
e to
ad
opt a
nd y
ou
mu
st a
dhe
re to
the
wo
rd lim
it.
Yo
u m
us
t dis
cu
ss th
e s
tructu
re o
f dis
se
rtatio
n w
ith y
ou
r su
pe
rvis
or.
Co
urs
e: C
SY
M0
23
10
4
To
pic
: S
tyle
an
d v
oic
e
As w
e h
ave
alre
ad
y in
dic
ate
d y
ou s
ho
uld
no
t wa
it un
til you
ha
ve
gath
ere
d a
ll the
info
rma
tion
an
d d
ata
yo
u th
ink y
ou re
qu
ire b
efo
re y
ou
co
mm
en
ce
writin
g th
e d
isse
rtatio
n. H
ow
eve
r, yo
u m
ust re
me
mbe
r th
at th
e fin
al d
isse
rtatio
n w
ill be
an a
cco
un
t of w
ha
t yo
u h
ave
do
ne
wh
y y
ou d
id it a
nd
wh
at y
ou
foun
d
ou
t. It is u
sua
l to u
se
the th
ird p
ers
on
an
d p
assiv
e v
oic
e.
Do
es it h
ave to
be a
n in
tere
stin
g re
ad?
As fa
r as p
ossib
le it s
ho
uld
be
wh
ilst k
ee
pin
g th
e la
ng
ua
ge
form
al –
this
sho
uld
be
a p
iece o
f pro
fessio
na
l qu
ality
wo
rk.
Co
urs
e: C
SY
M0
23
10
5
To
pic
: A
pp
endic
es
App
en
dic
es a
re u
sed
for m
ate
rial th
at is
not v
ital e
no
ug
h to
be in
clu
de
d in
the
main
pa
rt of th
e
dis
se
rtatio
n. S
o le
t us lo
ok a
t so
me
exam
ple
ca
se
s.
Ele
me
nt
De
sc
riptio
n
Co
de
Y
ou w
ou
ld in
clu
de
d a
ll the c
od
e y
ou
pro
duce
d in
an a
pp
en
dix
(as w
ell a
s o
n
CD
/DV
D) a
nd
use e
xtra
cts
with
the m
ain
dis
se
rtatio
n. T
alk
to y
ou
r su
perv
iso
r if yo
u a
re u
nsu
re.
Extra
Th
eo
ry
If yo
u h
ave s
om
e th
eory
or b
ackgro
un
d in
form
atio
n th
at y
ou
wo
uld
be
u
se
ful to
the
read
er b
ut n
ot v
ital y
ou
mig
ht c
on
sid
er th
is is
as a
n a
pp
en
dix
. T
alk
to y
our s
upe
rvis
or if y
ou
are
un
su
re.
Exa
mp
le
Que
stio
nna
ires a
nd
R
esu
lts
A fu
rther u
se is
you
ca
n c
rea
te a
nd
ap
pe
nd
ix c
on
tain
all o
r a s
am
ple
q
ue
stio
nn
aire
s o
r resu
lts. Y
ou
sh
ould
illustra
tive
exa
mp
les in
the
ma
in te
xt.
Ta
lk to
yo
ur s
upe
rvis
or if y
ou
are
un
su
re.
