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Republic of the Philippines Department of Education

Region XI Division of Davao City

DANIEL R. AGUINALDO NATIONAL HIGH SCHOOL Matina, Davao City

A Project Sterling Silver Accredited Public Secondary School

Guidelines in Thesis Writing Part 1

Compiled and Arranged by:

Chito R. Napitan, MAST-Biology

Version 2.0

May 2014

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TO THE RESEARCH STUDENTS

Find a subject you care about and which your heart feel others should care about. It is this genuine caring, not your games with language, which will be the most compelling and seductive element in your style.

- Kurt Vonnegut

What is a thesis and why write one?

A thesis is a written record of the work that has been undertaken by a

student. It constitutes objective evidence of the author‟s knowledge and capabilities

in the field of interest and is therefore means to gauge them. Although thesis writing

may be viewed as unpleasant obligation on the road to a subject completion, the

discipline it induces may have lifelong benefits.

Most of all, a thesis is an attempt to communicate. Science begins with

curiosity, follows on with experiment and analysis, and leads to findings which are

then shared with the larger community of scientists and perhaps even the public.

The thesis is therefore not merely a record of technical work, but is also an attempt

to communicate it to a larger audience.

Thesis structure at Daniel R. Aguinaldo National High School (DRANHS)

The thesis proper consists of the Main Text which includes:

a. Chapter 1: Introduction and Related Literature

b. Chapter 2: Method

c. Chapter 3: Results and Discussion

d. Chapter 4: Summary, Conclusion, and Recommendation

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Rationale for Structure

The rationale for the structure is simply that a thesis must tell a story clearly

and convincingly. The components of the structure impart logical continuity to the

thesis in much the same way that links in a chain confer on it integrity and strength.

Table 1. The relationship between the structure of an experimental chapter in

a thesis, and its underlying logic.

Introduction What did you do and why?

Method How did you do it?

Results What did you find?

Discussion What do your results mean to you and why?

Conclusion What new knowledge have you extracted from your

experiment?

Any flaw in the reasoning or gap in the logic will be easily spotted if this

structure is strictly followed. Thus, the structure of the thesis is designed to enforce

logical and scientific rigor and make it easy to read. Follow the structure and you can

be sure that you are telling your story in the right order. But what exactly is your

story?

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PRELIMINARY PARTS

This section contains the introductory materials that place the research report

in proper context.

Title Page

The title of a research report answers the question: “What did you study?” It is a brief

statement of the topic and clearly identifies the variables investigated.

1. Title page includes the following:

a. Research title

b. School Logo

c. Submission Statement

In Partial Fulfilment in Research II Submitted to the Science Faculty of

Daniel R. Aguinaldo National High School

d. Full name(s) of researchers(s)

e. Date submitted

2. The usual length of a research title is 10 to 12 words.

3. The contents of the title page are typed in uppercase and lowercase and

centered on the page as shown in the next page.

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UTILIZATION OF POWDERED Moringa oleifera (MALUNGGAY) SEEDS AS A COAGULANT OF A MODIFIED FILTERING DEVICE

In Partial Fulfilment in Research II Submitted to the Science Faculty of

Daniel R. Aguinaldo National High School

_________________________

by:

Kyle Henry Ricarse Dominic M. Manayaga

Lhinoel John B. Ranchez

March 2012

SAMPLE TITLE PAGE

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ABSTRACT

The abstract is a concise summary of the project. It gives the readers a

general idea of the contents of the research report which briefly states the problem,

the methodology used, and the findings and conclusions.

1. The abstract contains the following:

a. A short description of the background and purpose of the study;

b. A statement of the conceptual framework and hypothesis (es); and

c. The main results and conclusions.

2. The abstract can be one or more paragraphs, generally not more than 250

words.

3. In describing the completed research, the researcher uses the past tense and

third person. But (a) in stating the findings of the research, (b) in citing

existing facts, and (c) in describing what is in the report, the researcher uses

the present tense.

THE FEASIBILITY OF MANGO (Mangifera indica) PEELING EXTRACT AS FABRIC DYE

Abstract

A study was done on the production of marker pen inks utilizing carbon black from

used batteries as the main pigment source. The carbon black was obtain by opening used batteries, and scrapping with a spatula. The pigment was ground and mixed with glycerol. Initially, the pigments were mixed with the solvent ethanol to assure that they were completely dissolved. The binder maltrin was then added followed by the additives vinegar and copper sulfate solution. The ink samples were then transferred into recycled marker pen casings. The qualities of the samples were tested and compared to marker pens available commercially. The qualities tested were: intensity of blackness, consistency of blackness, stability of blackness, resistance to fading, odor, and over-all acceptability. The samples had varied amounts of the pigment source, carbon black to determine the best proportion. The tests showed that the samples were generally inferior to commercial pens. Carbon black has a great potential as an alternative pigment source. The researchers recommend further study on this project to obtain better, useful results.

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UTILIZATION OF POWDERED Moringa oleifera (MALUNGGAY) SEEDS AS A COAGULANT ON A MODIFIED FILTERING DEVICE

Kyle Henry Ricarse1, Lhinoel John B. Ranchez1, Dominic M. Manayaga1, Chito R. Napitan2

1Student-Researchers, Daniel R. Aguinaldo National High School 2Research Adviser, Science Department, Daniel R. Aguinaldo National High School

Abstract

Water scarcity affects one out of three people on every continent of the globe. Humans can only access one percent of the planet‟s fresh water which is 0.007% of all water on Earth. Greywater, the wastewater from the laundry and bathroom, is now seen as a resource – water that can be reused, which could reduce our demand for potable water. In this study, powdered Moringa oleifera seeds were utilized for its coagulative property. Throughout the experiment, 15 liters of greywater was used for the filtration process. Using different concentrations of Moringa oleifera seeds: T1(10 g/L ), T2(20 g/L), T3(30 g/L) the greywater was treated through the modified filtering device, then the level of physico-chemical properties were analyzed. Untreated greywater, tap water, and commercially treated greywater‟sphysico-chemical properties were also gathered to establish comparison among different treatments.

Among the different physico-chemical properties considered, only Sulfate and Phosphate concentrations show significant difference among the different concentrations of powdered Moringa oleifera seeds as coagulant in greywater treatment. It is recommended to conduct further investigation comparing untreated greywater with treated greywater to establish comparison and significance using different natural and readily available coagulants. Keywords: Moringa oleifera, greywater, physico-chemical properties, coagulant

SAMPLE ABSTRACT

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Chapter 1

INTRODUCTION AND RELATED LITERATURE

Introduction

This is the beginning or Part 1 of a thesis. The function of the introduction is

to give the readers a comprehensive view of the particular field of study in

preparation for analyzing the specific problem investigated. It is where you “soft

launch” your reader on the work described in your thesis. Lead the reader from the

known to the unknown. Give a preview of your thesis, globally and chapter by

chapter. A well-written introduction should persuade persons of the scientific and

non-scientific community to begin reading the paper‟s text after their attention ahs

been attracted by the title, abstract, tables, and figures.

Background of the study

The background of the answers the question: “Why did you conduct the

study?” describes the circumstances that suggested the research. It recounts the

extent of research done on the topic or issue leading directly to the problem studied.

Significance of the Study

This part of the report highlights the possible contributions of the research

findings to the country or to various sectors of society. It describes (a) the relevance

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of the research to felt needs, (b) how the research output may be directly useful to

people or (c) how the research contributed to the advancement of science.

Statement of the Problem

The problem answers the question: “What did you study?” It clearly,

accurately and briefly states the issue that was studied. It may be stated either in the

declarative or interrogative form. However, is more often written as a simple

statement followed by a series questions and it is defined in terms of data that can

be obtained.

Scope and Limitation of the Study

This part defines the limits of the study in terms of:

a. scope of the area of study;

b. scope of the problem;

c. time frame of study; and

d. any limitations in the reference population, sample size, treatments done,

instruments used or research design.

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Sample Introductions

Sample no. 1 “Trichodermavirideas a Biofungicide for the Control of Postharvest Banana Anthracnose”

Introduction The Philippines is a major banana-exporting country and devotes more than 21, 000 ha to the Giant Cavendish, Grande Naine, and Umalag for international trade. It is the major supplier of banana to Japan, Korea, Hongkong, and New Zealand (INIBAP, 1991). As an export crop, it generates US $120 M annually representing 2.3% of total export revenue of the country. More significant is the fact that banana is also a crop of social importance; about 75% of banana growers are small scale farmers. It is an important source of food in the rural areas. The cooking bananas are used to extend, supplement or substitute for common staples such as rice and corn (INIBAP, 1996).

Background of the Study

The occurrence of pests and diseases poses a major constraint to banana production in the Philippines and other Southeast Asian countries. The problem may be more pronounced in the region since a number of pests and diseases have co-evolved with the crop. The emergence of virulent forms of diseases in this part of the globe and their rapid spread to other countries now threaten world production of banana and plantains. One major postharvest disease that adversely affects the quality of the fruit is anthracnose caused by Colletotrichummusae (Berk and Curt) Arx. Infection is manifested as lesions on the peel and crown root. At present, control is mainly by the use of fungicide such as Benlate 50 WP or Rovral 50 WP. Benlate was banned in the past because it caused development of fungicide-resistant strain of C. musae and was suspected to be carcinogenic (INIBAP, 1996).

Significance of the Study

It is, therefore, very important to search for alternative nonchemical means of controlling anthracnose. Biological control using Trichodemaviride Pers. as a biofungicide can be a promising strategy to control the disease with less or no harm to the environment and consumers.

Statement of the Problem/Objective

This research study was conducted to examine the potential of T. viride asbiofungicide for the control of banan anthracnose.

Scope and Limitation of the

Study

The study was conducted from November 1998 to January 1999 under ambient room conditions. The efficacy of the biocontrol was applicable to the isolate used and conditions under which the experiment was conducted.

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Sample No. 2 Biodegradation of Diesel Oil Using Bacillus Isolates

Introduction Environmental pollution is now a worldwide burning issue. There are many places in the Philippines, which are now contaminated by petrochemical sources, such as petroleum refineries and storage sites, paint manufacturing plants, gasoline service stations, gas emissions, etc. (EMB-DENR, pers. com., 1997). Although the basis solution to the pollution problem is the elimination of the sources of these pollutants, there are, however, overriding economic, social and political factors that one must be considered. AN attractive remedial measure is the use of pesticide-degrading microorganisms for the environmental clean-up. Bacteria of the genus Bacillus are the a group of versatile microbes known to degrade complex organic matters refractive to most microorganisms. Several species produce enzymes that catalyze the breakdown of petroleum products in water as well as in oil. These bacteria may provide the means of eliminating unwanted pollutants in the environment. This study was conducted at the National Crop Protection Center (NCPC), UP Los Baños from April 1, 1997 to September 26, 1997 to : (1) isolate Bacillus species with petrochemical-degrading activity from contaminated soil; (2) select Bacillus isolates with efficient degrading activity; and (3) determine their efficacy in the biodegradation of petroleum.

Tips in Writing an Introduction

a. The background should start with a contextual view of the study. The first

paragraph should be strong enough to capture the main perspective of the

problem. The researcher should make sure that the context is supported by

authorities to establish the trustworthiness of the study. This paragraph must

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skilfully use the element of persuasion to convey to the readers that the study

will help solve some scientific problems/discover new knowledge or prove

existing theories.

b. State the general field of interest. Concisely present what is already known

about the subject of your investigation, referencing the most important

publications. Don‟t mention everything, unless you are writing a review of

related literature.

c. The second and succeeding paragraphs should set the global situation. Major

arguments related to the occurrence of the problems and the solutions

employed by various practitioners in international settings should be

presented. The discussion must illustrate critical analysis of the arguments.

d. Present others‟ findings that will be challenged or expanded.

e. A well written situationer is evident by extensively comparing and contrasting

the viewpoints from different countries. If possible, major comparison must be

presented between advanced and third world countries or among continents.

f. Aside from the global scenes, a national situationer is needed to establish the

occurrence of the problems at a national level. This section must be written

the way the global situationer is discussed.

g. To complete the background of the study, a local situationer must be

discussed. Just like the two situationers, this section must strong enough to

establish the worth of the study.

h. The background of the study must be concluded by establishing the urgency

on needs of conducting the study.

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i. Specify the question that the paper addresses, and how it does so. This

sentence is often phrased in hypothesis form. Indicate your experimental

approach. Point out what is new and important about your work.

Review of Related Literature

Survey of Literature and Related Studies

One of the most important components of a good investigatory research

paper is a properly planned, adeptly conceptualized, and well written Review of

Related Literature. Reviewing and organizing related studies is basic to all research.

This will provide you with additional knowledge and insights into the topic. It will also

help you organize the concepts and principles fundamental to your research. The

literature review is the backdrop on which you present your work. It must be

selective, but substantial enough for the merits f your work to be judged in relation to

what is known. You should capture the essence of current knowledge and comment

critically on where the interesting questions and inconsistencies lie. The literature

review is vital to justify your hypothesis, which must be consistent with what is

known. If you present your literature review objectively but selectively, so that it does

not stick out as an extraneous chapter, but merges into the larger story of your

paper, you would have done well.

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Some Helpful Tips in Writing the Review of Related Literature (RRL)

To help you in writing a good RRL, the following are some tips that you may

want to consider:

a. It must document accepted facts, concepts, and processes upon which the

research is based.

b. Reference information should be correctly recorded so that proper

documentation of sources can be made and appropriate credit be given the

author.

c. Describe similarities and differences among research studies as background

information for your current study.

d. Include the following as a general background information of your paper.

Living Things/Organisms (Microorganisms, Plants, Animals)

1. Give the common name, scientific name, and classification of the organism.

2. Briefly describe the organism‟s a. habitat b. anatomy c. physiology (how it obtains needed materials,

moves, eliminates wastes, responds to stimuli, etc.)

d. life cycle; and e. behaviors or responses to the environment.

3. Provide detailed information in areas that are directly applicable to the study.

4. If you are using more tan one organism, provide information on each, but describe similarities and differences.

5. Based on the given information, predict how you think the organism/animal will act in your experiment.

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Behavior 1. Briefly describe the: a. type of behaviour; b. primary factors influencing the behaviour; c. value of the behaviour; and d. methods for describing the behaviour.

2. Identify critical factors to consider in selecting the sample for the study and for designing the procedure.

3. If you have more than one type of behaviour, describe similarities and differences.

4. Based on the given information, predict how you think the organism/ animal will act in your experiment.

Process/Procedure 1. Describe the purpose of the process, the major steps, where it occurs, and how it relates to the experiment.

2. If more than one process is involved, provide information on each process. Then, describe the similarities and differences, or advantages and disadvantages between these processes.

3. Based on the given information, predict how you think the organism/animal will act in your experiment.

Matter 1. Briefly describe the substance‟s chemical composition and/or common name, formula, physical properties, chemical properties, method of production, and uses.

2. Provide detailed information on characteristics that are directly applicable to the study.

How to Organize the RRL

An organized and systematic presentation of the literature is crucial in any

research. The researcher who fails to assemble related literature in a systematic

manner from the beginning may not stay focused on his chosen topic. To help with

this aspect of your research, the following are some suggestions for organizing your

RRL.

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a. Create categories for your literature review, grouping together similar studies

are those that tackle similar aspects of your research.

b. Begin with the most recent studies and then work backward.

c. Whenever possible, include an extensive review of relevant research so that

you will avoid unintentional duplication of already conducted studies.

Further, a researcher writing his RRL must understand that there are three (3)

types of sources, which are:

a. Primary Source. The original source of research results or theory such as

a journal or book chapter.

b. Secondary Source. A source written by an author who describes

somebody else‟s work.

c. Tertiary Source. A source written by an author based on somebody‟s

interpretation or original research, such that the materials has undergone

interpretation by two (2) different authors.

Important things to Consider in Writing an RRL Researchers must take extra care in citing literatures because plagiarism is

often committed. To avoid this, the rules in citing ideas of other authors must be

carefully observed, like the following:

a. Paraphrase – arguments/ideas of other authors must be paraphrased

in order to avoid plagiarism. This requires stating the work of other

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people using different words and changing the organization (order of

sentences and ideas) of the statement.

b. Direct quotes should be used only when the original phrasing is unique

and cannot be paraphrased without changing the meaning. When

using a short quote (3 lines or less than 40 words) it must be integrated

in the text. It must be introduced with a complete sentence and a

colon, then the whole quote must be italicized or be enclosed with a

quotation mark. For quotation longer than three (3) lines, it must be

written in single space, indented, not in quotation mark and be

referenced at the start or at the end.

c. In citing the source of the literature, variation in style is expected.

There are two ways by which the quotation or idea of other authors can

be cited. One is the information-prominent, where the surname of the

author with the year of publication is written at the end of the idea

enclosed with a parenthesis. For example:

The review of related literature is a compilation of previously

written studies (Thomas, 2011).

d. Another way to cite the source of the idea is the author-prominent

where emphasis is given to the person who made the proposition. This

style is highly suggested if the author is well known in the field for this

adds credibility to the information. This style also can be done in

several ways by using various discourse signals. Words that can be

used include:

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Claims Mentions Defines Concludes Argues Suggests Affirms Implies Asserts Admits Maintains Highlights

Speculates Agrees/disagrees Assumes Observes Confirms Proposes Points out Disputes

e. For additional input on citing sources properly, see Appendix A.

Conceptual Framework

A science investigatory project would not be complete without a conceptual

framework. Before one can begin the project, a clear conceptual framework must

first be made. A conceptual framework is a general statement which forms that

frame of reference for your inquiry or investigation. Usually written in the form of a

diagram, the conceptual framework provides the basis for conducting your research.

Simply stated a conceptual framework sets out the rationale which underlies (a) why

you do what you do, and (b) how you do your research.

Some Important Points about the Conceptual Framework a. The conceptual framework is a tentative scheme for the research project

based on the review of literature. Thus, it immediately follows the section

on RRL.

b. In your readings, you may come across two types of diagrams

representing conceptual frameworks: one shows the relationship of the

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key concepts involved in the study. Another type, the more common one,

shows the relationships of the key variables to be investigated.

c. In the diagram, lines are used to show relationships between or among

the variables. Arrows are used to the effect of the independent variable(s)

on the dependent variable(s). Each of these lines/arrows represents a

hypothesis. Thus the section Research hypothesis immediately follows the

conceptual framework.

Usefulness to the Researcher of the Conceptual Framework a. It helps you focus your research. As the frame of reference of your

research, a conceptual framework would always come in handy to help

you focus on the purpose of your research.

b. It gives you the proper perspective on the problem you are investigating

and helps you pose your research questions.

c. It provides you with a solid anchor to guide you in making your hypotheses

and, afer experimenting, in explaining your findings. You can describe p0

xs345erspectives that have been used that do not seem to get at the

problem, explain why they do not, and show how what you propose will be

more appropriate. It also helps you focus on the

theories/concepts/perspectives that are most applicable to your problem

or question

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Hypothesis

Formulation of the hypothesis is one of the most important aspects of any

research project. While it is a single statement, the hypothesis is the key to

successful research project. A crucial step in the scientific method, stating

hypothesis must precede any experimentation and must be done after a thorough

literature review.

A hypothesis is simply a proposed solution to a problem or a tentative

explanation for behaviors, phenomena or events that could have happened or will

happen. It can also be described as an educated prediction about the outcome

research. A hypothesis is meant to be tested.

The following is a simple conceptual framework for this sample problem which shows the factors that will be investigated in the research. Problem: What is the effect of Alovera extract on the rate of growth and regeneration of Planaria? Conceptual Framework: Independent Variable Dependent Variable

Alovera Extracts

Regeneration Planaria

Growth of Planaria

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Guidelines in Hypothesis Formulation

The following are some suggestions for making a good hypothesis adapted

from Salvatore Tocci‟s book, How to Do a Science Project.

a. The hypothesis should be clear and brief.

A hypothesis should clearly and concisely state the expected

relationship (or differences) between two variables and define the variable in

operational, measurable terms. It should provide a good idea of what you plan

to do without being too wordy. State your hypothesis using one sentence. For

example:

Extracts from Aloe vera will speed up the regeneration of Planaria.

This single sentence can already tell anyone what you intend to

explore in your investigation.

b. A hypothesis should be based on past experiences observation or on

information gathered from your research.

A good hypothesis is anchored on a sound and comprehensive

literature. As much as possible, an exhaustive survey of library readings

should be done before making a hypothesis. You may have selected your

topic after reading several articles in scientific journals. In this case, your

hypothesis should take into account the results of the experiments or

observations mentioned in these articles.

c. A hypothesis must be testable.

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This means that your hypothesis can be proven right or wrong,

depending on the outcome of the experiment. In the above-mentioned

example, if you are planning to investigate whether or not Aloe vera extract

speeds up regeneration of Planaria, you can conduct experiments to test this

hypothesis. Can you think of a way to test this particular hypothesis? Perhaps

you can place several Planaria segments in culture media containing different

amounts of Aloe veraextract. Then, you can compare their regeneration rates

to that of Planaria kept in culture medium soils without the extract. However, if

you are planning to investigate if Aloe veraextract will make Planaria feel

better, you cannot form a valid hypothesis on this problem. This is because

you cannot perform any scientific test or experiment to assess feelings of

these organisms.

d. A hypothesis should state how, at the very least, two factors relate.

In the example given above, the two relating factors are amount of

extract and Planariaregeneration. Here is one example of a hypothesis for the

earlier problem question:

The amount of Aloe veraextract affects Planaria regeneration.

It is also important to note that, when an experiment fails, the

hypothesis should not be changed to conform to the results of the experiment.

If something happens and if time and resources permit, it is better to repeat or

redesign the experiment to confirm your results.

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Types of Hypothesis

There are two general types of hypothesis based on how they are stated.

These are the research hypothesis and the statistical hypothesis.

a. Research Hypothesis

A research hypothesis is stated in a declarative form. It is derived from the

literature review and should suggest the outcome of the experiment. Often, it

contains an “if…then” component that predicts the effect of changing the

independent variable on the dependent variable.

The following are some examples of research hypothesis:

Insect A develops resistance to Pesticide X.

Wood production in trees adjacent to herbicide-treated fields is less than

wood production in trees adjacent to nonherbicide-treated fields.

If the concentration of Substance A is increased, then plant growth will be

reduced.

The research hypothesis can also be described as directional and

nondirectional. The former indicates the nature of the relationship difference

that exists, while the latter simply indicates that a relationship or difference

exists. Can you identify which of the above mentioned hypothesis is (are)

directional? Which is (are) nondirectional?

b. Statistical Hypothesis

A statistical hypothesis is stated in a null form. As such, it is sometimes

referred to as null hypothesis. It refers to populations and represents the vehicle by

which findings are generalized from the sample to the population.

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The following are examples of null hypotheses, based on the hypotheses

given above:

When a sample of Insect A is regularly exposed to Pesticide X for one week,

100% of the sample will die; none will survive.

The mean wood production in trees adjacent to herbicide treated fields and

that in trees adjacent to nonherbicide-treated fields are not significantly

different.

The mean heights of plants exposed to 0%, 10%, 20% and 30% Substance A

are not significantly different.

Definition of Terms

This section includes terms which should be interpreted in a manner unique

to your research, i.e, different from how they are defined in dictionary. It includes all

the important variables in the study, especially the measured by means of specific

instruments or procedures. The definitions may be conceptual or operational. An

operational definition is one which indicates how the particular term/variable is

measured.

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Chapter 2

METHOD

Presented in this chapter is the methodology used to answer the research

questions posed.

Research Design

This section presents the research design used in the study. It is a common

practice for novice researchers to discuss the research design conceptually like

giving the definition. However, the discussion should focus on the utilization of the

research design in relation to the quest in finding answers to the research questions.

Researchers should make use of this section to justify the selection of the

research design. To achieve this, the application of the research design in gathering

and treating the data to answer the research questions must be explained.

Subject of the Study

If the study requires the sample to be under treatment, just like in

investigatory project, the appropriate term is subject of the study.

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Research Instruments

The research instrument used should be presented here. A sophisticated and

elaborate discussion on the research instrument/s must be considered which focus

on its utilizationand function to find answer of the research problem.

Data Gathering Procedure

A logical (step by step) discussion on the steps taken by the researcher in the

data gathering process must be reflected in this part of Chapter 2.

Data Analysis

This is the area where the researchers present the statistical procedures that

aid them to find answers to the problem. Still the focus of the discussion is on how

these data analysis procedures are being utilized to find answers to the problem.

Important Things to Consider in Writing the Methodology Section

The methodology section informs the reader of the steps undertaken by the researcher and how he did them. It includes the following:

a. all processes done during actual experimentation b. All materials and amounts used in the study c. description of experimental and control setups d. kind of data gathered e. number of trials and replicates done f. description of the samples and reference population g. management of sample plants and/or animals h. sampling technique i. identification and classification variables j. chemical, physical and microbiological analysis of samples k. manner of data collection, organization and processing l. statistical analysis (test of significance) m. limitation in the methods that have been discovered during the

study

CONSIDER THIS FOR THE METHODS SECTION OF YOUR THESIS

The key to successful Methods section is to include the right amount of detail – too much, and it begins to sound like a laboratory manual; to little, and no one can determine what you actually did. For publication of a new discovery to be “valid” or scientifically accepted, it must appear in a form so that a reader could repeat the experiment. If you have followed widely known method, simply name the principles on which it is based and cite the original publication or recent textbooks or handbooks that give full details. If you made changes to a published procedure, describe only the changes and reference the rest. Only if you have employed an entirely new process or technique must you describe it in full.

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UTILIZATION OF COIR FIBERS IN THE PRODUCTION OF ROOFING MATERIALS

METHOD

Collection and Preparation

The coir fibers were obtained from the shells of randomly selected, mature coconuts. Manual separation of the fibers from the coconut husks was done. To facilitate the separation of the fibers from the husks, the husks were soaked in the water for a week. Afterwards, the coir fibers were cut into shorter strips and the osterized to make them finer. This step was necessary to be able to mix the fibers with the other components for roofing materials like the cement and binder. The binder is made up of plaster of paris. The cement and the binder were separately mixed with enough water to form a paste prior to addition of the coir fibers. The ratio of the mixture of fibers and cement to the binder was 10:1 (% by mass). The composition of the various mixturres of roofing materials were as follows:

Table 1. Composition of the Various Roofing Material Mixtures

Composition (% by mass)

Mixture Cement Plaster Coir

1 100 0 10 2 75 25 10 3 50 50 10 4 25 75 10 5 0 100 10

This group used the 10:1 ratio because it was reported to be the best one in similar research done by the PSHS students in 1993. Production of Roofing Materials The four kinds of roofing materials were placed in molds with dimensions of 6” x 4” x 1” and 2” x 2” x 3”. After allowing the mixture to set, the resulting blocks were subjected to the different testing procedures to determine their suitability as such. Four replicates were tested for each of the mixtures.

SAMPLE METHOD

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Testing for Breaking Strength The sample block was placed two feet from the ground and was supported at the ends by poles. An empty bag was suspended from the middle of a strip of rope attached to the middle of the block. Sand was poured in the bag until the sample block broke. The amount of sand in the bag was measured. The mass of the sand divided by the product of the length, width, and thickness of the block in meters yielded the breaking strength in grams per cubic meter. Testing for Compression Strength A compression tester was used to determine the compression strength of the sample blocks. The block was placed in between two platforms which were manipulated to exert a certain force measured in pounds. When the sample cracked at a given force, this was recorded as the compression strength in pounds per cubic inch. Four replicates for each kind of roofing material were tested. Test for Water Absorbency Sample blocks were weighed before and after soaking in water for 12 hours or more until no further increase in weight were observed. Enough water was used to keep the blocks immersed. The increase in weight of the blocks divided by the volume of the blocks per unit time indicated water absorbency. Testing for Heat Transfer A beaker of water was heated to 100°C and a small piece of the sample block was placed 2 cm over it. A thermometer was placed on top of the sample. The rate at which heat was transferred was measured in degrees centigrade per hour. Testing for Statistical Significance of the Data Testing for significant differences between the treatments means in the various physical tests was done using one-way analysis of variance. Statistical conclusions were interpreted in terms of the objectives of the study.

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Appendix A APA Format-- 6th Edition Retrieved from http://library.ucol.ac.nz/~upload/Library%20Documents/APA_Beginners_Guide_6th_edition.pdf

What is APA? Your assignment states – Please reference using the APA style - 6

thed. You think to

yourself ... “Arrrgghhh... what does that mean, why do I have to do it and how do I do it!?”

APA is one of many referencing styles used in academic writing. APA stands for American Psychological Association. The Association outlines the style in the Publication manual of the American Psychological Association [APA] (6th ed.). There are many different referencing styles (over 100). It is essential to follow the style specified in your assignments and not to mix styles. Consistency of style is important! Why reference? When you reference you use the standardised style to acknowledge the source of information used in your assignment. It is important (morally & legally) to acknowledge someone else‟s ideas or words you have used. Academic writing encourages paraphrasing information you have researched and

read. Paraphrasing means re-wording something you have read in to your own

words. If you use someone else‟s words or work and fail to acknowledge them –

you may be accused of plagiarism and infringing copyright.

Referencing correctly enables the marker or reader of your assignment to locate the source of the information. They can verify the information or read further on the topic. Referencing also allows for you to retrace your steps and locate information you have used for assignments and discover further views or ideas discussed by the author.

By referencing clearly and correctly, it demonstrates you have undertaken research on the assignment topic and located relevant information.

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There are two main parts to referencing:

1. The first indicating within your assignment the sources of the information

you have used to write your assignment. This demonstrates support for your

ideas, arguments and views. Sometimes this is referred to as: citing in text,

in text citations or text citations

2. The second part to referencing is the construction of a reference list. The

reference list shows the complete details of everything you cited and

appears in an alphabetical list on a separate page, at the end of your

assignment.

Tip:Everything you have cited in text appears in your reference list and likewise...

everything thatappears in your reference list will have been cited in text! Check this is the case prior to handing in your assignment.

How to reference

1. In text citations Even though you have put someone else‟s ideas or information in your own

words (i.e. paraphrased), you still need to show where the original idea or

information came from. This is all part of the academic writing process.

When citing in text with in an assignment, use the author/s (or editor/s) last name followed by the year of publication. Example:

Water is a necessary part of every person‟s diet and of all the nutrients a body needs to function, it requires more water each day than any other nutrient (Whitney &Rolfes, 2011). or

Whitney and Rolfes (2011) state the body requires many nutrients to function but highlight that water is of greater importance than any other nutrient. or

Water is an essential element of anyone‟s diet and Whitney and Rolfes (2011) emphasise it is more important than any other nutrient.

31

Reference list entry:

Whitney, E., &Rolfes, S. (2011). Understanding nutrition (12th ed.). Australia:

Wadsworth Cengage Learning. Note: this book did not have a city for place of publication, just a country.

1.1. Three, four or five authors If a work has three (3), four (4) or five (5) authors, cite all authors the first time

and from then on include only the last name of the first author followed by the

words et al. („et al.‟ is Latin for „and others‟) Example:

Research can be defined as a systematic method of creating new knowledge or a way to verify existing knowledge (Watson, McKenna, Cowman &Keady, 2008). Deciding on a research method demands the researcher consider carefully the problem or area of investigation being researched (Watson et al., 2008). Reference list entry:

Watson, R., McKenna, H., Cowman, S., &Keady, K. (Eds.). (2008).

Nursingreseach: Designs andmethods. Edinburgh, Scotland: Churchill Livingstone Elsevier.

Note: The people were identified as the editors, hence „(Eds.)‟ is a shortened version of Editors.

1.2. Six or seven authors

If a work has six (6) or more authors, cite only the last name of the first author followed by et al. each time you refer to this work.

Example: (Mikosch et al., 2010) Reference list entry: When a source has up to seven (7) authors, include all names in the reference list.

32

Mikosch, P., Hadrawa, T., Laubreiter, K., Brandl, J., Pilz, J., Stettner, H., &

Grimm, G. (2010).Effectiveness of respiratory-sinus-arrhythmia

biofeedback on state-anxiety in patients undergoing coronary

angiography.Journal of Advanced Nursing, 66(5), 1101-1110.

1.3. Eight or more authors When there are eight (8) or more authors, cite only the last name of the first author followed by „et al.‟ each time you refer to this work. Example: (Vissing et al., 2004)

Note in the reference list: When there are eight (8) or more authors, include the first

six (6) authors names and then use ellipsis points (...) before concluding with the last author‟s name.

Reference list entry:

Vissing, K., Brink, M., Lonbro, S., Sorensen, H., Overgaard, K., Danborg, K.,

...Aagaard, P. (2008). Muscle adaptations to plyometric vs. resistance

training in untrained young men. Journal ofStrength and Conditioning

Research, 22(6), 1799-1810. 1.4. Groups as authors The names of groups that serve as authors (e.g., corporations, associations,

government agencies) are usually written in full each time they appear in a text

citation. The names of some group authors (e.g., associations, government

agencies) are spelled out in the first citation and abbreviated thereafter. In deciding

whether to abbreviate the name of a group author, use the general rule that you

need to give enough information in the text citation for the reader to locate the entry

in the reference list without difficulty. Some groups are recognised by an

abbreviation (e.g., WHO for World Health Organisation). Refer to the APA manual,

2010, p. 176. First text citation: (Ministry of Health [MOH], 2007). Second & subsequent citations: (MOH, 2007).

Reference list entry:

Ministry of Health. (2007). Looking at long-term residential care in a rest home or

hospital: What youneed to know. Wellington, New Zealand: Author.

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Note: If the author and publisher are the same – Author – can be used to indicate the publisher in place of the full name. See the example above.

Group as author no abbreviation

New Zealand House of Representatives, Health Committee.(2007, August).Inquiry

into obesity andtype 2 diabetes in New Zealand: Report presented to the

House of Representatives. Retrievedfrom

http://www.parliament.nz/NR/rdonlyres/47F52D0D-0132-42EF-A297-

6AB08980C0EA/61821/DBSCH_SCR_3868_5335.pdf

In-text citation: (New Zealand House of Representatives, Health Committee, 2007). 1.5. Similar information referred to by more than one author There may be occasion to refer to more than one source in relation to similar information. In this case, list the sources in alphabetical order within the brackets, separated by a semi-colon. Example:

Resilience is seen as the ability to overcome adversary, combat stress and bounce back from hardship (Dawson, 2006; Overton, 2005). Reference list entry:

Dawson, L. (2006). Wise up!: How to be fearless and fulfilled in midlife.

Auckland, New Zealand: Random House New Zealand.

Overton, A. (2005).Stress less: Make stress work for you not against you.

Auckland, New Zealand: Random House New Zealand.

1.6. Citing a secondary source Where possible use original material. However, if the information you wish to use is

cited by another author, acknowledge the source you have read, showing it is a

secondary source. This demonstrates you have not read the original source but

read about it in a secondary source. Within the text citation, use the words “as cited

in” to indicate this is a secondary source. In the reference list, include the author and

details of the source you actually read. Refer to the APA manual, 2010, p. 178.

34

Example: Fawcett (as cited in Polit& Beck, 2008) outlined the four main concepts… Reference list entry:

Polit, D. F., & Beck, C. T. (2008).Nursing research: Generating and assessing

evidence for nursingpractice (8th

ed.). Philadelphia, PA: Wolters Kluwer Health/Lippincott Williams & Wilkins.

2. Direct quotes Quoting directly from a work should be done sparingly, in order to emphasis or

stress a point in your essay. When using a quote, it must be copied exactly as

written in the original work including any punctuation or incorrect spelling. When

using a quote, include the author‟s last name, year of publication and page

number/s where the quote appears. Refer to the APA manual, 2010, p. 170-173 for

further information. 2.1. Short quote – less than 40 words To indicate a short quote (less than 40 words), enclose the quotation within double quotation marks. Example: “Cultural safety is based on attitudes which are difficult to measure. It needs to

be considered alongside other equally important safety requirements such as

clinical, ethical, legal and physical safety” (Wepa, 2005, p. 25).

2.2. Longer quote – 40 words or more For a quote that is 40 words or more, include it in your essay as a freestanding

piece of text or block form and do not use the quotation marks. Double-space the

entire quote. At the end of the quote, include the author‟s name, year of publication

and page number/s after the full stop. Example:

Cultural safety considerations are similar in that students are interacting in a bicultural (two-

personed) context, where they are the giver of a health service and the client is the receiver

35

of that service. These bicultural interactions will be different with every interaction, but the

nurse‟s awareness of the power differential between themselves and client will be constant.

(Wepa, 2005, p. 25)

Reference list entry:

Wepa, D. (Ed.). (2005). Cultural safety in Aotearoa New Zealand. Auckland, New

Zealand: Pearson Education New Zealand.

2.3. Quotations from online resources that do not provide page numbers

The APA manual (2010, p. 171-172) states when using direct quotes from online

material provide the author, year and page number within brackets ( ). If the page

number is not known, use a paragraph number. If the paragraph number could confuse the reader, consider including a section heading e.g. discussion section. Example:

“The WTN exists to "encourage serendipity" -- the happy accidents of colliding ideas and

new relationships that cause the biggest breakthroughs for individuals and institutions”

(World Technology Network, 2010, para. 2). Reference list entry:

World Technology Network. (2010). About WTN: The World Technology Network in

action. Retrieved from http://www.wtn.net/aboutus.html

3. The reference list All references or information sources cited in any written work (i.e. essays, reports,

research papers, etc.) need to be listed in a reference list on a separate page at

the end of your assignment, headed ‘References’ or„Reference List’. The

reference list provides all the details necessary for the personreading and/or

marking the assignment to locate and retrieve any information source cited. An

accurate and properly constructed reference list provides credibility to the written

work it accompanies.

Tip:Everything you have cited in text appears in your reference listand,

36

likewise,everything thatappears in your reference list will have been cited in

text! Check this is the case prior to handing inyour assignment. (The exception is

when citing a personal communication. Personal communications are cited in text

but do not appear in the reference list. See example 4.21)

Basic rules

1. The reference list is arranged in alphabetical order of the authors‟ last names.

2. If there is more than one work by the same author, order them by

publication date – oldest to newest (therefore a 2004 publication would

appear before a 2008 publication).

3. If there is no author the title moves to that position and the entry

isalphabetised by the first significant word, excluding words such as “A” or

“The”. If the title is long, it may be shortened when citing in text.

4. Use “&” instead of “and” when listing multiple authors of a source.

5. The first line of the reference list entry is left-hand justified, while all

subsequent lines are consistently indented.

6. Capitalise only the first word of the title and of the subtitle, if there is one,

plus any proper names – i. e. only those words that would normally be

capitalised.

7. Italicisethe title of the book, the title of the journal/serial and the title

of the webdocument.

8. Do not create separate lists for each type of information source. Books,

articles, web documents, brochures, etc. are all arranged

alphabetically in one list.

When creating the reference list entry for an information source you need to identify and record specific details. It might be useful to remember these Ws!

Who–wrote /edited it– author or editor When was it written– date What is it– title of book, title of the article & serial/journal, title of the web document Where was it published (Books) – publisher‟s name and place of publication–usually city & country Where was the article located (Serial/journal) - volume number, issue number

37

and page numbers of the article Where you located it (Internet sources) - URL –web address The following are the details for common types of references. The information is

usually found on the title page and the back of the title page of a book. For

serials/journals, you will find the information included on the article plus the front

cover or inside pages of a print serial. Webpages can take a bit of detective work.

You may need to scroll to the bottom of the webpage to find a date and an author.

Refer to the APA manual, 2010, p. 180-192, for further information.

3.1. Books 1. Author/s or Editor/s last name (surname) appears first, followed by initials

(Bloggs, J.).

2. Year of publication in brackets (2010).

3. Full title of the book. Capitalise only the first word of the title and the

subtitle, if any, andproper names. Italicise the title. Use a colon (:) between

the title and subtitle.

4. Include the edition number, if applicable, in brackets after the title or

subtitle (3rd ed.) or (Rev. ed.).Note: No full stop, after the title, if there is an

edition.

5. Place of publication. Always include the city and 2-letter state code when

published insidethe USA, and the city & country, if published outside the

USA (Fort Bragg, CA or Auckland, New Zealand or Benalla, Australia or

Weybridge, England). If there are two or more places included in the

source, then use the first one listed.

6. Publisher’s name. Provide this as briefly as possible. Do not use terms such

as Publishers,Co., or Inc. but include the words Books & Press. When the

author and the publisher are the same, use the word Author as the name of

the publisher.

3.2. Book – one author Collier, A. (2008). The world of tourism and travel. Rosedale, New Zealand: Pearson Education New Zealand.

38

3.3. Book – place of publication Note: always include the city and 2-letter state code when published inside the USA, and city & country if published outside the USA. Airey, D. (2010). Logo design love: A guide to creating iconic brand identities.

Berkeley, CA: New Riders. Stein, R. (2001). Rick Stein’s seafood. London, England: BBC. 3.4. Book – editor Wepa, D. (Ed.). (2005). Cultural safety in Aotearoa New Zealand.

Auckland, New Zealand: Pearson Education New Zealand. 3.5. Book – editors & edition Collins, C., & Jackson, S. (Eds.). (2007). Sport in Aotearoa/New Zealand

society (2nd

ed.). South Melbourne, Australia: Thomson.

3.6. Book – author & publisher are the same MidCentral District Health Board.(2008). District annual plan

2008/09.Palmerston North, New Zealand: Author.

3.7. Chapter in an edited book Dear, J., & Underwood, M. (2007). What is the role of exercise in the prevention of

back pain? In D. MacAuley& T. Best (Eds.), Evidence-based sports medicine

(2nd

ed., pp. 257-280). Malden, MA: Blackwell.

3.8. Serial/journal articles

1. Author/s last name (surname) first, followed by initials.

2. Year of publication in brackets. (2012)

3. Title of article. Capitalise only the first word of the title and the subtitle, if

any, and propernames. Use a colon (:) between the title and subtitle.

4. Title of the serial/journal in full initalics.

5. Volume number, initalics. Do not use “Vol.” before the number.

6. Issue number. This is bracketed immediately after the volume number but

39

not italicised.

7. Month, season or other designation of publication if there is no volume or issue number.

8. Include all page numbers.

9. Include any Digital Object Identifiers [DOI].

3.9. Serial / journal article (print) Thompson, C. (2010). Facebook: Cautionary tales for nurses. Kai Tiaki: Nursing

New Zealand, 16(7), 26.

3.10. Serial / journal article – more than one author (print) Gabbett, T., Jenkins, D., & Abernethy, B. (2010). Physical collisions and injury

during professional rugby league skills training. Journal of Science and Medicine in Sport, 13(6), 578-583.

3.11. Serial / journal article (online from a database – e.g. EBSCO or Newztext) The database name and retrieval date are no longer required. Include the home page of the journal. This may require a quick web search to locate the URL (Refer to the APA manual, p. 191-192, 199).

Marshall, M., Carter, B., Rose, K., &Brotherton, A. (2009).Living with type 1

diabetes: Perceptions of children and their parents.Journal of Clinical Nursing,

18(12), 1703-1710. Retrieved from

http://www.wiley.com/bw/journal.asp?ref=0962-1067

Otherwise, simply reference the journal article as per the print version (check with your lecturer to ensure this is acceptable)

Huy, C., Becker, S., Gomolinsky, U., Klein, T., & Thiel, A. (2008). Health,

medical risk factors and bicycle use in everyday life in the over-50

population. Journal of Aging & Physical Activity, 16(4), 454-464.

3.12. Serial / journal – more than one author (online– DOI) The 6

th ed. of the APA manual emphasises the use of DOI (Digital Object

Identifiers). Many publishers, databases and online journals use DOIs. They

40

are alpha-numeric codes that usually appear on the first page of the article. Copy the DOI exactly as it appears.

Gabbett, T., Jenkins, D., & Abernethy, B. (2010). Physical collisions and injury

during professional rugby league skills training. Journal of Science and

Medicine in Sport, 13(6), 578-583. doi:10.1016/j.jsams.2010.03.007 If the article has no DOI: Consider providing the home page URL of the journal. If you are accessing the article from a database, you may need to do a quick web search to locate this URL. It is not necessary to include the name of the database. No retrieval date is necessary for content that is not likely to be changed or updated. These are DOI resolver / locator sites: http://dx.doi.org/and http://www.crossref.org/

3.13. Serial / Journal article – 8 or more authors (online – no DOI) Reference list: Crooks, C., Ameratunga, R., Brewerton, M., Torok, M., Buetow, S., Brothers, S., … Jorgensen, P.

(2010). Adverse reactions to food in New Zealand children aged 0-5 years. New ZealandMedical Journal, 123(1327). Retrieved from http://www.nzma.org.nz/journal/123-1327/4469/

In-text citation: (Crooks et al., 2010).

3.14. Internet sources Where possible, include similar information, in the same order, as you would for

other types of information and other sources (who, when, what) and then add the

electronic retrieval information required for people to locate the material you cited

(where).

1. Author/s of the document or information – individual or organisation/corporate author.

2. Date of publication. If no date is available use (n.d.). 3. Title of the document or webpage in italics. 4. Complete & correct web address/URL.

Note: APA 6th

ed. does not require a retrieval date for most online information, although, the

41

APA manual states to include a retrieval date for material that may change over time (e.g. Wikis) (p.192).

3.15. Internet – no author, no date When using information from the Internet consider carefully the origins of the

information. Is it credible, valid and reliable? Sometimes it is not clear who

(author) wrote it or when (date) it was written. Reference list: Pet therapy.(n.d.). Retrieved from http://www.holisticonline.com/stress/stress_pet-therapy.htm In-text citation: (Pet therapy, n.d.).

3.16. Internet – Organisation / Corporate author Reference list: Ministry of Health.(2008). Drug policy in New Zealand. Retrieved from

http://www.moh.govt.nz/moh.nsf/wpg_index/About-drugs In-text citation: First time cited: (Ministry of Health [MOH], 2008). Second and subsequent citations: (MOH, 2008). SPCA New Zealand. (2011). Your dog may be dying from the heat [Press release].

Retrieved from http://www.rnzspca.org.nz/news/press-releases/360-your-dog-may-be-dying-from-the-heat

In-text citation: (SPCA New Zealand, 2011).

4. Examples of various types of information sources The following are examples of various types of information sources UCOL students

and staff may use for their study and assignments. For further details and examples

see the APA manual (2010), especially chapters 6 & 7.

42

4.1. Act (statute / legislation) Reference list: Copyright Act 1994. (2011, October 7). Retrieved from http://www.legislation.govt.nz In-text citation: (Copyright Act 1994, 2011).

4.2. Blog post Reference list:

Liz and Ellory. (2011, January 19). The day of dread(s) [Blog post]. Retrieved from

http://www.travelblog.org/Oceania/Australia/Victoria/Melbourne/St-Kilda/blog-669396.html

Note: The title of the blog post is not italicised – who knows why not? The vagaries of APA! Refer to the APA manual, 2010, p. 215. In-text citation: (Liz and Ellory, 2011).

4.3. Brochure / pamphlet Tamihana, B. (2007). Gambling health promotion: Mate

petipetiwhakapikihauora [Brochure]. Palmerston North, New Zealand: Best Care (WhakapaiHauora) Charitable trust.

4.4. Brochure / pamphlet (no author) Reference list:

Ageing well: How to be the best you can be [Brochure]. (2009). Wellington, New

Zealand: Ministry ofHealth. Same brochure accessed online

Ageing well: How to be the best you can be [Brochure]. (2009).

Retrieved fromhttps://www.healthed.govt.nz/resource/ageing-well-how-be-best-you-can-be

43

In-text citation: (“Ageing well,” 2009).

4.5. Clickview see DVD / Video / Motion Picture

4.6. Conference Paper Reference list:

Williams, J., &Seary, K. (2010).Bridging the divide: Scaffolding the learning

experiences of the mature age student. In J. Terrell (Ed.), Making the links:

Learning, teaching and high qualitystudent outcomes. Proceedings of the

9th

Conference of the New Zealand Association ofBridging Educators (pp.

104-116). Wellington, New Zealand. In-text citation: (Williams &Seary, 2010).

4.7. Conference paper (online) Reference list: Cannan, J. (2008). Using practice based learning at a dual-sector tertiary

institution: A discussion of current practice. In R. K. Coll, & K. Hoskyn (Eds.),

Working together: Putting the cooperativeinto cooperative education.

Conference proceedings of the New Zealand Association forCooperative

Education, New Plymouth, New Zealand. Retrieved from

http://www.nzace.ac.nz/conferences/papers/Proceedings_2008.pdf

MacColl, F., Ker, I., Huband, A., Veith, G., & Taylor, J. (2009, November 12-13).

Minimisingpedestrian-cyclist conflict on paths. Paper presented at the

Seventh New Zealand CyclingConference, New Plymouth, New Zealand.

Retrieved from

http://cyclingconf.org.nz/system/files/NZCyclingConf09_2A_MacColl_PedCy

cleConflicts.pdf

44

In-text citation: First time cited: (MacColl, Ker, Huband, Veith& Taylor, 2009). Second and subsequent citations: (MacColl et al., 2009).

4.8. Dictionary (print) Reference list: Weller, B. F. (Ed.). (2009). Bailliere’s nurses dictionary: For nurses and health care

workers (25th

ed.). Edinburgh, Scotland: Elsevier. 4.9. Dictionary (online) Reference list: Cambridge dictionaries online. (2011). Retrieved from http://dictionary.cambridge.org/ In-text citation: (Cambridge dictionaries online, 2011).

4.10. Specific entry in an online dictionary (no author or editor) Reference list:

Acquiescence.(2011). In Merriam-Webster’s online dictionary. Retrieved from

http://www.merriam-webster.com/dictionary/acquiescence In-text citation: (Acquiescence, 2011).

4.11. Specific entry in an online dictionary (editor) Simpson, J. (Ed.). (2011). Acquiescence.In Oxford English dictionary.

Retrieved from http://www.oed.com/

45

4.12. DVD / Video / Motion Picture (including Clickview&Youtube) Reference list:

Gardiner, A., Curtis, C., & Michael, E. (Producers), &Waititi, T. (Director). (2010).

Boy: Welcome tomy interesting world [DVD]. New Zealand: Transmission. In-text citation: (Gardiner, Curtis, Michael &Waititi, 2010).

Reference list: Boland, M. (Producer & Director).(2009). Job seeking skills for young people

[Clickview DVD]. Australia: VEA.

elearningNZ. (2009, January 26). Learning in the 21st

century: Part 1: What is e-learning?[Video file]. Retrieved from http://www.youtube.com/watch?v=IKwLERpP78w

In-text citation: (elearningNZ, 2009).

4.13. e-book (including Safari and Google books) Reference list: Rich, J. R. (2011). Your iPad 2 at work [e-book]. Retrieved from http://safaribooksonline.com

Sadun, E., Grothaus, M., &Sande, S. (2011).Taking your iPad 2 to the max

(2nd

ed.). [e-book]. Retrieved from http://books.google.co.nz

4.14. Magazine Reference list: White, M. (2011, October). Food, inglorious food.North & South, 307, 96-97.

Ng, A. (2011, October-December). Brush with history. Habitus, 13, 83-87.

46

In-text citation: (Ng, 2011).

4.15. Moodle Note: It is advisable to check with your lecturer prior to referencing information from

Moodle. Some lecturers may not permit it. Provide enough details to clearly show

where you retrieved the information.

Darragh, L. (2010). Professional and cultural practice 513: Consent: Patient care

in professional andcultural practice [Moodle]. Palmerston North, New Zealand: UCOL.

4.16. Music recording (Whole album) Reference list: Midler, B. (2010). Memories of you [CD]. London, England: Warner Music UK. In-text citation: (Midler, 2010). Reference list: NgaPihi. (2011). Takimeiao: Maori songs for children [CD]. New Zealand: Universal Children‟s

Audio. In-text citation: (NgaPihi, 2011).

4.17. Music recording (Song from album) Reference list: Midler, B. (2010). The folks who live on the hill.On Memories of you [CD]. London,

England: Warner Music UK. In-text citation: The heartfelt “The folks who live on the hill” provides an ideal vehicle for Midler to showcase her talents (Midler, 2010, track 5).

47

Reference list: NgaPihi. (2011). Korikori. On Takumeiao: Maori songs for children [CD]. New Zealand: Universal

Children‟s Audio. In-text citation: The children responded positively to “Korikori” (NgaPihi, 2011, track 14).

4.18. Newspaper article Matthews, L. (2011, November 23). Foodbanks urge public to give generously. Manawatu Standard,

p. 4.

4.19. Newspaper article (no author) Reference list: Little blue penguins homeward bound. (2011, November 23). Manawatu Standard, p. 5. In-text citation: Shorten the title and enclose in quotation marks. (“Little blue penguins”, 2011).

4.20. Newspaper (online) Rogers, C. (2011, November 26). Smartphone could replace wallets. The Dominion

Post. Retrieved from http://www.stuff.co.nz/technology/gadgets/6038621/Smartphone-could-replace-wallets

4.21. Personal communication This refers to letters, including email, interviews, telephone conversations and

discussions on placement or work experience. Personal communications

are cited in-text only and are NOTincluded in the reference list. Refer to

APA manual, 2010, p.179. In-text citation:

The no-tillage technology has revolutionised the way arable farmers manage their

48

operation (W.R. Ritchie, personal communication, September 30, 2011).

4.22. Podcast (audio or video)

Rozaieski, B. (2011). Logan cabinet shoppe: Episode 37: Entertainment center

molding [Video podcast]. Retrieved from http://blip.tv/hand-tools-

techniques/episode-37-entertainment-center-molding-5568215

4.23. Software (including apps) UBM Medica.(2010). iMIMS (Version1.2.0) [Mobile application software].

Retrieved from http://itunes.apple.com

4.24. Televisionprogramme Flanagan, A., &Philipson, A. (Series producers & directors).(2011). 24 hours in

A & E [Television series]. Belfast, Ireland: Channel 4.

4.25. Thesis (print) Smith, T. L. (2008). Change, choice and difference: The case of RN to BN

degree programmes forregistered nurses (Master‟s thesis).Victoria

University of Wellington, Wellington, NewZealand.

4.26. Thesis (online) Mann, D. L. (2010). Vision and expertise for interceptive actions in sport (Doctoral

dissertation, The University of New South Wales, Sydney, Australia).

Retrieved fromhttp://handle.unsw.edu.au/1959.4/44704

4.27. Wikis (including Wikipedia) Wikis can generally be written and edited by more than one person. Use wiki

information wisely. Wikipedia can be a good starting point to discover background

information on a topic and you can use the citations and links in any entry to verify

information and locate original sources. Check with your lecturer – Are you allowed

to use Wikipedia as a reference source? Reference list Moodle. (2011). Retrieved November 28, 2011, from Wikipedia:

http://en.wikipedia.org/wiki/Moodle

49

In-text citation (Moodle, 2011).

4.28. Youtube see – DVD / Video / Motion picture

50

Appendix B

APA: TABLES AND FIGURES

Retrieved from psych.utoronto.ca/users/reingold/courses/...apa/TablesFigures1.pdf Based on American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington: Author. Tables:

Use tables for the purpose of simplifying text. A table with 2 or fewer columns and rows should be presented in text format instead of a table.

In text, refer to every table. e.g. As shown in Table 2, the ….. OR (see Table 2). Tell the reader what to look for, but only mention the major points of the table.

Number tables in the order they are first mentioned in text. Do not write “the table above” or “the table below.”

Be consistent in the formatting and vocabulary of all tables when writing a paper. Double-space the entire table.

Standard abbreviations and symbols, such as % or no. may be used in headings without further explanation. Ensure each column has a heading

Capitalize only the first letter of the first word of all headings. If a word is a proper noun, however, be sure to capitalize the first letter anyway.

Notes are placed below the table. If the table is from another source, include a note below the table

specifying whether it is from another source or adapted from another source. e.g. “Note. From….” OR “Note. Adapted from…” OR “Note. The data in

column 1 are from…”

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Example Table 1. Error Rates of Older and Younger Groups

Level of Mean error rate Standard deviation Sample size

difficulty Younger Older Younger Older Younger Older

Low .05 .14 .08 .15 12 18

Moderate .05 .17 .07 .15 15 12

High .11 .26 .10 .21 16 14

Note. From “Generations,” by L.G. Elias and C.C. Bent, 2002, Journal of Geriatric Care, 5, p. 22.

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Placement of Tables and Figures: According to the APA (2010), the “typesetter lays out tables and figures closest to where they are first mentioned” However, check with your teacher concerning requirements about table and figure placement. Tables and figures are sometimes placed in text close to where they are mentioned and sometimes placed at the end of the paper.

Figures:

A figure is any type of illustration other than a table (chart, graph, photograph, or drawing). Use figures to complement information in text or to simplify text. Number figures in the order they are first mentioned in text. Do not write “the figure above” or “the figure below.” Figures should be large enough to read easily and convey only essential information. Ensure that figures are simple, clear and consistent in presentation and vocabulary. Ensure data are plotted accurately and the grid scale is proportioned. Place labels close to the identified item. Axis labels on graphs should be parallel to their axes. Captions include the figure title and a brief, but descriptive, explanation of the figure. Double-space the caption and place it below the figure. The figure legend should be positioned within the borders of the figure.

Example

Am

plitu

de 5

4 Acoustic

(mV

)

3

2 Light and Acoustic

Sta

rtle

1

0

Prelesion Sham Lesion Postlesion

Group

Figure 1. Mean amplitude startle response for prelesion, sham lesion, and

postlesion groups in acoustic and light-and-acoustic test conditions.