Chapter 6 Report and Citation.
An Example Report
Elizabeth Gadd
Academic Services Manager (Engineering)
Loughborough University Library
November 2008 Contents
Contents .......................................................................................................... 2
Acknowledgements ...................................................................................... 3
Abstract ........................................................................................................ 3
1 Introduction ............................................................................................... 4
2 Literature review ....................................................................................... 4
3 Methodology ............................................................................................. 4
4 Results ...................................................................................................... 4
4.1 Case Study One ................................................................................ 4
4.2 Case Study Two ................................................................................ 4
4.2.1 Experiment One ......................................................................... 5
4.2.2 Experiment Two.......................................................................... 5
5 Discussion ................................................................................................ 5
6 Conclusions .............................................................................................. 5
7 Recommendations .................................................................................... 5
References ...................................................................................................... 5
Appendix A – Report Writing Checklist ............................................................ 6
Acknowledgements
I should like to acknowledge the support of my colleagues in developing and
proof-reading this report. Were this work funded, I would also acknowledge
my funding body here, as well as the input of any Supervisor or other internal
or external assistance.
Abstract
Abstracts should usually be no more than 100-150 words. They provide a
brief summary of the report including the methods used, the key findings and
conclusions. An example of a two-line abstract of this report follows: Provides
an outline of an example report and a summary of the main elements a report
should include. Includes a Report Writing checklist for use by students.
1 Introduction
This report provides an example structure for a report. Each section is
considerably shorter than it would need to be for a full academic report. The
intention is to provide an overview of the main sections that most reports
should have.
2 Literature review
Having introduced my topic, I should then review what the literature has to say
about it. If it were a technical report, I might want to introduce the theory
behind my approach here. There is plenty of advice on report writing
including books such as Houp (2006) and Lewis (1994), and web pages
(Loughborough University Library, 2006a). My citations should appear as a
list of references below. In this report I have used the Harvard Citation style
(Loughborough University Library, 2006b).
3 Methodology
If this were a research report, I would outline my methodology at this stage. I
should need to include enough detail so that someone else wishing to follow
my procedures could do so and achieve the same results as me. This may
not necessarily mean detailing the methods at great length, but should at least
reference the literature which does describe my methods. Any limitations of
the methodology (i.e. a lack of time or inappropriate equipment) should be
made clear at this stage. This demonstrates critical thinking and reflection
and should give you better, not worse, marks.
4 Results
Once the methodology has been outlined, I should then report on my results.
The implications of the results should not be discussed at this stage – that
comes later. At this point I should just describe my findings, perhaps using
sub-headings as detailed below. The order in which you report your results
should be logical and structured.
4.1 Case Study One
If a series of case studies had been performed, I could use sub-headings to
describe the results from each.
4.2 Case Study Two
By using sub-headings in this way the reader can go straight to the section
they are interested in without having to read the whole report. 4.2.1 Experiment One
It is possible to divide sub-sections down further by adding a third-order subheading with an additional number.
4.2.2 Experiment Two
Do not use more than three levels of numbering, fourth-order headings should
just be italicised as below.
Fourth-order sub-heading
This is an example of a fourth-order sub-heading.
5 Discussion
After outlining my results I can then discuss their meaning. The presentation
of my discussion is entirely up to me. I could discuss the most important
results first, followed by more minor findings. Alternatively, I could discuss the
findings chronologically or geographically.
6 Conclusions
Having discussed the results, I can now draw some conclusions from them.
My conclusions should not only refer to my primary research, but they should
be set in the context of the literature and any limitations of my methodology.
7 Recommendations
If recommendations are required by the report, they could be made at this
stage. They could either be recommendations for action, or
recommendations for further research. Or both!
References
HOUP, Kenneth W., Reporting technical information, 11th Edition, Oxford
University Press, 2006
LEWIS, Roger and John Inglis, How to write reports : the key to successful
reports, Collins Educational [and] National Extension College, 1994
LOUGHBOROUGH UNIVERSITY LIBRARY. (2006a) Study Skills : Report
Writing. URL http://www.lboro.ac.uk/library/skills/report.html [Accessed 20
November, 2006]
LOUGHBOROUGH UNIVERSITY LIBRARY. (2006b) Ethical use of
information: plagiarism and citation. URL
http://learn.lboro.ac.uk/course/view.php?id=3606 [Accessed 24 November,
2008]
Citation
http://www.library.arizona.edu/search/reference/citation-apa.html
วันจันทร์ที่ 3 ตุลาคม พ.ศ. 2554
วันจันทร์ที่ 26 กันยายน พ.ศ. 2554
Chapter 4 Acccess to the libarries
The Library of Congress website
British Library
National Library
Sripatum - University Library
ASEAN Community
The Library of Congress website
British Library
National Library
Sripatum - University Library
ASEAN Community
วันจันทร์ที่ 12 กันยายน พ.ศ. 2554
Chapter 3 Library of Congress Classification and Dewey Decimal Classification
The Library of Congress Classification (LCC) is a system of library classification developed by the Library of Congress. It is used by most research and academic libraries in the U.S. and several other countries, for example, Australia[1][2] and Taiwan, R.O.C.[3]. It is not to be confused with the Library of Congress Subject Headings or Library of Congress Control Number. Most public libraries and small academic libraries continue to use the Dewey Decimal Classification (DDC). [4][citation needed]
The classification was originally developed by Herbert Putnam in 1897, just before he assumed the librarianship of Congress. With advice from Charles Ammi Cutter, it was influenced by Cutter Expansive Classification, and the DDC, and was specially designed for the special purposes of the Library of Congress. The new system replaced a fixed location system developed by Thomas Jefferson. By the time of Putnam's departure from his post in 1939, all the classes except K (Law) and parts of B (Philosophy and Religion) were well developed. It has been criticized as lacking a sound theoretical basis; many of the classification decisions were driven by the particular practical needs of that library, rather than epistemological considerations.
Although it divides subjects into broad categories, it is essentially enumerative in nature. It provides a guide to the books actually in the library, not a classification of the world.
The National Library of Medicine classification system (NLM) uses the classification scheme's unused letters W and QS–QZ. Some libraries use NLM in conjunction with LCC, eschewing LCC's R (Medicine). Others prefer to use the LCC scheme's QP-QR schedules and include Medicine R.
The Dewey Decimal Classification (DDC, also called the Dewey Decimal System) is a proprietary system of library classification developed by Melvil Dewey in 1876.[1]
It has been greatly modified and expanded through 23 major revisions, the most recent in 2011.[2] This system organizes books on library shelves in a specific and repeatable order that makes it easy to find any book and return it to its proper place. The system is used in 200,000 libraries in at least 135 countries.[3][4]
A designation such as Dewey 16 refers to the 16th edition of the DDC.
The DDC attempts to organize all knowledge into ten main classes. The ten main classes are each further subdivided into ten divisions, and each division into ten sections, giving ten main classes, 100 divisions and 1000 sections. DDC's advantage in using decimals for its categories allows it to be purely numerical, while the drawback is that the codes are much longer and more difficult to remember as compared to an alphanumeric system. Just as an alphanumeric system, it is infinitely hierarchical. It also uses some aspects of a faceted classification scheme, combining elements from different parts of the structure to construct a number representing the subject content (often combining two subject elements with linking numbers and geographical and temporal elements) and form of an item rather than drawing upon a list containing each class and its meaning.
Except for general works and fiction, works are classified principally by subject, with extensions for subject relationships, place, time or type of material, producing classification numbers of at least three digits but otherwise of indeterminate length with a decimal point before the fourth digit, where present (for example, 330 for economics + .9 for geographic treatment + .04 for Europe = 330.94 European economy; 973 for United States + .05 form division for periodicals = 973.05 periodicals concerning the United States generally).
Books are placed on the shelf in increasing numerical order of the decimal number, for example, 050, 220, 330, 330.973, 331. When two books have the same classification number the second line of the call number (usually the first letter or letters of the author's last name, the title if there is no identifiable author) is placed in alphabetical order.
The DDC has a number for all books, including fiction: American fiction is classified in 813. Most libraries create a separate fiction section to allow shelving in a more generalized fashion than Dewey provides for, or to avoid the space that would be taken up in the 800s, or simply to allow readers to find preferred authors by alphabetical order of surname.
Some parts of the classification offer options to accommodate different kinds of libraries. An important feature of the scheme is the ability to assign multiple class numbers to a bibliographical item and only use one of them for shelving. The added numbers appear in the classified subject catalog (though this is not the usual practice in North America). For the full benefit of the scheme the relative index and the tables that form part of every edition must be understood and consulted when required. The structure of the schedules is such that subjects close to each other in a dictionary catalog are dispersed in the Dewey schedules (for example, architecture of Chicago quite separate from geography of Chicago).
The Library of Congress Classification (LCC) is a system of library classification developed by the Library of Congress. It is used by most research and academic libraries in the U.S. and several other countries, for example, Australia[1][2] and Taiwan, R.O.C.[3]. It is not to be confused with the Library of Congress Subject Headings or Library of Congress Control Number. Most public libraries and small academic libraries continue to use the Dewey Decimal Classification (DDC). [4][citation needed]
The classification was originally developed by Herbert Putnam in 1897, just before he assumed the librarianship of Congress. With advice from Charles Ammi Cutter, it was influenced by Cutter Expansive Classification, and the DDC, and was specially designed for the special purposes of the Library of Congress. The new system replaced a fixed location system developed by Thomas Jefferson. By the time of Putnam's departure from his post in 1939, all the classes except K (Law) and parts of B (Philosophy and Religion) were well developed. It has been criticized as lacking a sound theoretical basis; many of the classification decisions were driven by the particular practical needs of that library, rather than epistemological considerations.
Although it divides subjects into broad categories, it is essentially enumerative in nature. It provides a guide to the books actually in the library, not a classification of the world.
The National Library of Medicine classification system (NLM) uses the classification scheme's unused letters W and QS–QZ. Some libraries use NLM in conjunction with LCC, eschewing LCC's R (Medicine). Others prefer to use the LCC scheme's QP-QR schedules and include Medicine R.
Dewey Decimal Classification
The Dewey Decimal Classification (DDC, also called the Dewey Decimal System) is a proprietary system of library classification developed by Melvil Dewey in 1876.[1]
It has been greatly modified and expanded through 23 major revisions, the most recent in 2011.[2] This system organizes books on library shelves in a specific and repeatable order that makes it easy to find any book and return it to its proper place. The system is used in 200,000 libraries in at least 135 countries.[3][4]
A designation such as Dewey 16 refers to the 16th edition of the DDC.
The DDC attempts to organize all knowledge into ten main classes. The ten main classes are each further subdivided into ten divisions, and each division into ten sections, giving ten main classes, 100 divisions and 1000 sections. DDC's advantage in using decimals for its categories allows it to be purely numerical, while the drawback is that the codes are much longer and more difficult to remember as compared to an alphanumeric system. Just as an alphanumeric system, it is infinitely hierarchical. It also uses some aspects of a faceted classification scheme, combining elements from different parts of the structure to construct a number representing the subject content (often combining two subject elements with linking numbers and geographical and temporal elements) and form of an item rather than drawing upon a list containing each class and its meaning.
Except for general works and fiction, works are classified principally by subject, with extensions for subject relationships, place, time or type of material, producing classification numbers of at least three digits but otherwise of indeterminate length with a decimal point before the fourth digit, where present (for example, 330 for economics + .9 for geographic treatment + .04 for Europe = 330.94 European economy; 973 for United States + .05 form division for periodicals = 973.05 periodicals concerning the United States generally).
Books are placed on the shelf in increasing numerical order of the decimal number, for example, 050, 220, 330, 330.973, 331. When two books have the same classification number the second line of the call number (usually the first letter or letters of the author's last name, the title if there is no identifiable author) is placed in alphabetical order.
The DDC has a number for all books, including fiction: American fiction is classified in 813. Most libraries create a separate fiction section to allow shelving in a more generalized fashion than Dewey provides for, or to avoid the space that would be taken up in the 800s, or simply to allow readers to find preferred authors by alphabetical order of surname.
Some parts of the classification offer options to accommodate different kinds of libraries. An important feature of the scheme is the ability to assign multiple class numbers to a bibliographical item and only use one of them for shelving. The added numbers appear in the classified subject catalog (though this is not the usual practice in North America). For the full benefit of the scheme the relative index and the tables that form part of every edition must be understood and consulted when required. The structure of the schedules is such that subjects close to each other in a dictionary catalog are dispersed in the Dewey schedules (for example, architecture of Chicago quite separate from geography of Chicago).
http://www.loc.gov/index.html
http://www.bl.uk/
http://www.nlt.go.th/th_index.htm
http://library.spu.ac.th/e-library/index4.html
http://en.wikipedia.org/wiki/ASEAN_Community
Chapter 2 Objective versus Subjective
"What is the difference between objective and subjective evidence?"
"What is the difference between objective and subjective evidence?"
SUBJECTIVE EVIDENCE is evidence
that you cannot evaluate -- you have to simply accept what the person says or
reject it.
For example, Fred says "My foot hurts a lot." Is
he lying? How much is "a lot"? What is Fred's idea of
"pain"? ... a sharp, stabbing pain, or just his foot "fell asleep"?
Harry says "That was a hard test!" Compared
to what? Did he study? Is this just a subject he finds particularly
difficult?
Bill says "Boy, that was a great football game!"
Compared to what? Who was playing? ... his son, the team he coaches,
him, two pro teams?
OBJECTIVE EVIDENCE is evidence
you can examine and evaluate for yourself.
If Fred walks in with a cane, and a knife stuck in his foot,
you can make a decision without hearing Fred's opinion!
If you read the test Harry talked about, you can decide
for yourself whether it's hard.
If you see a video of the football game, you might see great
plays, high scores, a last-minute win, etc.
-
Christians, Jews, Mormons, Moslems, etc., each claim that their religion is the only way to salvation and that without salvation a person will be punished forever.
- Anyone can believe in anything
whether it's true or not.
- Believing in something false doesn't make it
true!
If I believe I can fly and I jump out a window, I'm still gonna fall!
- Not believing in something true doesn't make
it false!
If I don't believe the law of gravity is true, I'm still gonna fall!
- By definition, "faith" is
subjective.
- By definition, subjective evidence cannot
be independently evaluated.
By definition, no matter how much faith your friend has, or your parent has or your spouse has, that is only their belief -- and believing in something false doesn't make it true!
- Every
religion has believers who "know" "by faith" that their
particular religion is the only true
religion.
- The various religions contradict each other.
- They all
might be wrong
but they can't all
be true.
- FAITH OR NO FAITH, GOOD INTENTIONS
OR NOT, ...
SOMEBODY'S WRONG!
http://www.godonthe.net/evidence/objctive.htm
Chapter 1 Data, Information, Knowledge, and Wisdom
According to Russell Ackoff, a systems theorist and professor of organizational change, the content of the human mind can be classified into five categories:
- Data: symbols
- Information: data that are processed to be useful;
provides answers to "who", "what", "where",
and "when" questions
- Knowledge: application of data and information; answers
"how" questions
- Understanding: appreciation of "why"
- Wisdom: evaluated understanding.
http://www.systems-thinking.org/dikw/dikw.htm
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