Documente Academic
Documente Profesional
Documente Cultură
by
Assoc. Prof. Dr. Şebnem Önal Hoşkara
Foreword
Acknowledgements
Contents
What is research?
Preliminaries to research
References
2
EASTERN MEDITERRANEAN UNIVERSITY
FACULTY OF ARCHITECTURE
DEPARTMENT OF ARCHITECTURE
TUTORED BY
Assoc. Prof. Dr. Şebnem Önal Hoşkara
On successful completion of this module, all students will have developed their skills in:
- research planning and data collection
- quantitative and qualitative analysis
- problem identification and problem solving
- written, oral and graphic communication.
On successful completion of this module, all students will have developed their knowledge
about:
- traditions of thought and its impact on design and planning thought and method
- multi-disciplinary research methods and techniques (particularly in social science
research)
- essay and dissertation writing and presentation.
On successful completion of this module, all students will have developed their appreciation
of and respect for values and attitudes regarding the issues of:
- efficiency in the use of resources
- professional ethics.
This module is closely linked to all other postgraduate courses in which term papers are
prepared , essays are written and it surely complements research development and design,
and dissertation writing.
TEACHING METHOD
There will be weekly lectures and supervision of individual essays, term papers / project
assignments. Additionally, students will be involved in a panel discussion in which they will
be given the opportunity to discuss their views of research with and ask questions to ex-
graduate students and/or students who have been already involved in research at some
levels.
METHOD OF ASSESSMENT
This module is examined by a term paper. As a brief for this paper, in addition to the lecture
notes, assignments through “reading texts” will be given at the appropriate lecture during the
semester. Besides, there will be class or take-home exercises, which will enable students to
practice the theoretical knowledge they are given. Each of these will have certain percentages,
3
which will define the final grade in the end. (The percentages of each assessment tool will be
announced to the students during the course.)
CONTENT
Research Process Phase 1: Selecting / defining a problem (stating the problem, questions,
hypothesis, objectives), Selecting variables, Measuring variables, Research methodology,
Research design, Selecting a sample
TEXTBOOK(S)
Supplementary notes and reading material for the module will be provided for the students
during the course.
Beach, David P., Alvager, Torsten K.E. (1992), Handbook for Scientific and Technical
Research, Prentice-Hall, Inc., New Jersey
Blaxter, L., Hughes, C., Tight, M. (1996), How to Research, Open University Press,
Buckingham
Bouma, Gary D., Atkinson, G.B.J. (1996), A Handbook of Social Science Reserach: a
Comprehensive and Practical Guide for Students, Second edition, Paper Back, Oxford
University Press
Cresswell, John W. (1994), Research Design: Qualitative & Quantitative Approaches, SAGE
Publications, London
Day, Robert A. (1996), Bilimsel Bir Makale Nasıl Yazılır? (How to Write and Publish a
Scientific Paper?), çev. Gülay Aşkar Altar, TÜBİTAK, Ankara
Evans, K.M. (1968), Planning Small-Scale Research, National Foundation for Educational
research in England and Wales
4
Jordan, R.R (1990) Academic Writing Course, Collins Study Skills in English, London
Phillips, Estelle M., Pugh, D.S. (1994), How to Get a PhD: A Handbook For Students and
Their Supervisors, second edition, Open University Press, Buckhingham
Stapleton, Paul (1987), Writing Research Papers: An Easy Guide for Non-Native-English
Speakers, Austrialian Center for International Agricultural Research, Canberra
Stevens, Michael (1998), Daha İyi Nasıl Sorun Çözümleme, trans. Ali Öimen, İstanbul, Timaş
Yayınları
Türkiye Bilimler Akademisi (TÜBA), Bilimsel Toplantı Serileri: 7, Bilim Adamı Yetiştirme
Lisansütü Eğitim
Türkiye Bilimler Akademisi (TÜBA), Bilimsel Toplantı Serileri: 1, Dünyada ve Türkiye'de Bilim,
Etik ve Üniversite
White, Brian (1991), Studying for Science: A guide to information, communication and study
techniques, E&F.N. SPON, London
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COURSE SCHEDULE
6
WEEK ONE
Main topics: Becoming a postgraduate, Study skills, Finding and choosing your
supervisor
In that sense you have to be HONEST to yourself, to your institute and to your
supervisor, in order to get the most benefit from the study in the end.
7
ACCORDINGLY, YOU ALSO NEED TO DEFINE THE SUBJECT AREA THAT YOU
WOULD LIKE TO CONTINUE YOUR STUDY.
Here are some useful hints / clues about the study skills during your graduate study:
YOU should find a good way of managing your time (LONGTERM, SHORT TERM,
IN DIARIES, ON COMPUTER, ETC.)
YOUR OWN STUDY TASKS WILL CREATE LONG TERM DEADLINES FOR YOU.
8
ADVANCE PLANNING IS ALSO A “DECISION-MAKING PROCESS”:
NO DECISIONS means NO EFFECTIVE MANAGEMENT.
Identify and list your long-term and short-term tasks, by giving approximate timing.
There are numerous situations in which you will meet too wide questions for your
purposes. KNOWING WHERE TO START is again a matter of PULLING
SOMETHING INTO THE FOREGROUND.
LEARN “WHERE” TO ASK “WHICH” QUESTIONS.
Scientists seek answers to their own questions. Their work is built on highly refined
skills in ASKING AND ANSWERING QUESTIONS.
“WHY” and “HOW” questions are useful because THEY GENERATE EXTENSIVE
ANSWERS.
The traditional journalist‟s six questions are: WHO? WHEN? WHERE? WHAT?
WHY? HOW?
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Students expect their supervisors:
to supervise them
to feel responsible for them
to read their work well in advance
to be available when needed, to have free timetable for them
to be friendly, supportive, and open
to be constructively critical
to have a good knowledge of their research area
to be intelligent
to be systematically working
to motivate them
to put them in discipline whenever needed
to be communicative
to structure tutorials so that it is relatively easy to exchange ideas
to have sufficient interest in their research to put more information in the path
of researchers
to be sufficiently involved in their success to help them get a good job at the
end of it all
(Source: Phillips and Pugh, 1994, Chapters 8 and 11; after Blaxter, Hughes, Tight,
1996, p. 45)
Your relationship with your supervisor is of critical importance for you and your
research. This is not to say that you cannot get through the job without having a good
supervisor and a wonderful supervisory relationship, but you will probably find it a lot
easier, more stimulating and more rewarding if you do. (Blaxter, Hughes, Tight, 1996,
p. 42)
MAJOR REFERENCES
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Graziano, A. M. And Raulin, M. L. (1993), Research Methods: A Porcess of Inquiry,
Second Edition, Harper Collins College Publishers, New York
Phillips, Estelle M., Pugh, D.S. (1994), How to Get a PhD: A Handbook For Students
and Their Supervisors, second edition, Open University Press, Buckhingham
12
WEEK TWO
Main topics: Science is a way of thinking, When to conduct (scientific) research?
What is research? Characteristics of good research
Science begins with the observation of nature (Wilson, 1952, p.21), and with the
belief that problems arising from those observations can be answered (Goldsteins,
1979, p. 19). It acquires value when it is able to predict novel observations by
studying the answers to solved problems (Beveridge, 1957, p. 87).
At this point it is also worth to have a quick look at the definitions of the two terms:
The conclusion is logically derived from the major and minor premises. But the same
logic would lead us to reject the following conclusion:
All cows are black.
This is black.
Therefore, this is cow.
In the rationalist approach, the conclusion is reached through the logic of the
PROCEDURE, - which is a more reliable way to arrive at knowledge than tenacity,
intuition, or authority.
- TENACITY (willingness to accept an idea as valid knowledge because that
idea has been accepted for a long period of time; requires no evidence for
a belief except that the belief is already accepted)
- INTUITION (sezgi)
- AUTHORITY (the acceptance of an idea as valid knowledge because
some respected source – Aristotle, the president, Sigmung Freud, etc.-
claims it is valid)
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However, using rationalism alone has its limitations. Consider this syllogism:
All 4-years old children developed fears of the dark.
Lisa is a 4-year-old child.
Therefore; Lisa has developed fears of the dark.
The logic is clear and the conclusion is correct, unless of course Lisa has not
developed fears of the dark.
Suppose it is not true that all 4-years old children develop fears of the dark, or
suppose Lisa is actually 7 not 4 years old, or suppose Lisa is a teenager not a child
at all.
Although essential, rationalism alone has its limitations in science; that is, THE
PREMISES MUST BE TRUE AS DETERMINED BY SOME OTHER EVIDENCE TO
ARRIVE AT THE CORRECT CONCLUSIONS. ATTAINING KNOWLEDGE, THEN,
DEPENDS NOT ONLY ON THE REASONING PROCESS BUT ALSO ON THE
ACCURACY OF THE PREMISES. There is no provision for assessing their accuracy
in the purely rationalistic approach.
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EMPIRICAL RESEARCH cannot determine if a car is beautiful, or a girl is the most
attractive; if god exists, etc. But empirical research can determine the percentage of
young people who think god exists, for example.
To conclude;
ENDLESS ARGUMENTS
HOW / WHERE TO STOP
HOW TO KNOW WHO IS WRIGTH OR WRONG
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POPULARITY
POSSESSIONS
POSITION
THE WAY HE/SHE LOOKS
To sum it up:
How do you view research? Complete the following sentence in no more than 20
words to convey your view of research.
Research is……………..
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Now let us look at the twenty views of research:
And now let us look at the twenty things you did not know about research:
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Now let us come to a more scientific definitions of research:
In general RESEARCH, is
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RESEARCH AS THE METHODOLOGICAL PROCEDURE FOR SATISFYING
HUMAN CURIOSITY
It is more than merely reading the results of others‟ work; it is more than just
observing one‟s surroundings. The element of research that imparts its descriptive
power is the ANALYSIS and RECOMBINATION, THE TAKING PART and PUTTING
TOGETHER IN A NEW WAY, of the information gained from one‟s observations.
(Beach and Alvager,1992, p 65)
The research process is NOT A RIGID PROCESS. A rigid process is one in which
Step 1 must be done and completed before Step 2 can begin. On the other hand,
THERE IS A SENSE, in which, IF THE FIRST STEPS ARE NOT EXECUTED
CAREFULLY THE REST OF THE RESEARCH PROCESS WILL BE WEAKENED
OR MADE MORE DIFFICULT.
Those who have done a lot of research develop their own style of going through te
phases of the research process. Each researcher will describe a pattern of his own.
THERE IS A USUAL “SEQUENCE” IN THE RESEARCH PROCESS: Thus, this
sequence is not an “this and then that” ordering. Rather, THERE IS AN ORDER OF
BASIC STAGES AND SERIES OF INTERLINKED ISSUES IN EACH STAGE.
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OUTLINE OF THE RESEARCH PROCESS
1. COLLECTING DATA
2. SUMMARIZING AND ORGANIZING DATA
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For its VALIDITY and USEFULNESS, research in science and technology depends
on a concept known popularly as the SCIENTIFIC METHOD. This method covers all
aspects of SCIENTIFIC RESEARCH, so a research student should become familiar
with its qualities and implications early in the process.
We may as well simplify these steps as in the following chart (Beach and Alvager,
1992, p. 28):
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SCIENTIFIC RESEARCH IS A PROCESS BY WHICH
“CURIOSITY MAY HAVE KILLED THE CAT”, according to a old saying, but
“CURIOSITY ALSO SUSTAINS THE SCIENTIST”.
BESIDES,
SOME OBSERVABLE, TANGIBLE, COUNTABLE EVIDENCE OR DATA
CAN BE GATHERED WHICH IS RELEVANT TO THE QUESTION.
Example:
WHAT WERE THE 5 MAIN DESIGN CRITERIA WHICH FRANK LLOYD WRIGHT
HAS USED DURING THE DESIGN PROCESS OF HIS PROJECTS?
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IN THIS QUESTION ONE OF THE LIMITATIOS IS “FRANK LLOYD WRIGHT”, WE
ARE NOT ASKING THE 5 MAIN CRITERION OF THE DESIGN PROCESS WHICH
ALL ARCHITECTS USE BUT ONLY WRIGHT‟S CRITERION. SO THE EXAMPLE
QUESTION IS A FRAGMENT OF THE BROADER QUESTION WHICH IS:
“WHAT ARE THE 5 MAIN DESIGN CRITERIA OF THE ARCHITECTS DURING THE
DESIGN PROCESS?”
One of the disciplines associated with doing research is to learn to ask questions
which have measurable, sensory, countable answers. That is, questions which can
be answered in terms of observation.
To sum it up:
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IV. CHARACTERISTICS OF GOOD RESEARCH
BEING UNBAISED.
Record keeping
RECORDING WHAT HAS BEEN DONE, WHAT DECISIONS HAVE BEEN TAKEN,
WHY, ETC. FOR THE SAKE OF YOUR OWN MEMORY AS WELL AS FOR THE
USE OF OTHER READERS AND RESEARCHERS.
Accepting limitations
NOT TO OVER-GENERALIZE.
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EXERCISE 5 (take home assignment 2)
1. Ask 3 researchable and 3 non-researchable questions regarding each of the
following themes: (a) reading books and learning / education (b) user needs
and space organization (c) factors effecting the architectural environment. Try
several alternatives before you finalize and choose the best of your questions.
2. Find a research paper or newspaper article or a research article in a recent
periodical, and try to identify the research questions in it.
MAJOR REFERENCES
Blaxter, L., Hughes, C., Tight, M. (1996), How to Research, Open University Press,
Buckingham
Bouma, Gary D., Atkinson, G.B.J. (1996), A Handbook of Social Science Research:
A Comprehensive and Practical Guide for Students, Second edition, Paper Back,
Oxford University Press
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WEEK THREE – FOUR
Main topics: Types of research and research methods
If one studies the literature on research, he/she will find a baffling list of types of
research. Some of these types include:
The basic characteristics shared by all of these different kinds or views of research is
that they are or they aimed to me PLANNED, CAUTIOUS, SYSTEMATIC AND
RELIABLE WAYS OF FINDING OUT OR DEEPENING UNDERSTANDING.
If we look at the types of research from various points of view, such as, considering
its methodology, applicability, locality, and funding, we may have the following types
of research:
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Here are the definitions of some other basic types of research in some detail:
Blaxter, et.all, (1996, pp. 58-59) attempts to take a simpler and more straightforward
way into the discussions of the methods. Thus, THEY LOOK AT METHODS AT
THREE SUCCESSIVE LEVELS, in terms of:
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SIX RESEARCH APPROACHES to design your research project
- ACTION RESEARCH
- CASE STUDIES
- DOCUMENTARY RESEARCH
- ETHNOGRAPHIC RESEARCH
- EXPERIMENTS
- SURVEYS
RESEARCH FAMILIES
Qualitative or Quantitative?
QUALITATIVE RESEARCH – Any social science research that produces results that
are not obtained by statistical procedures or other methods of quantification.
In qualitative research some of the data can be quantified but the analysis is
qualitative. It can refer to people‟s lives, their stories, behavior, or can also be used to
examine organizations, relationships, social movements, etc.
The context of inquiry in qualitative research, are not contrived; they are natural.
Nothing is predefined or taken for granted.
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In the following tables, you will find a comparative look at the two research families:
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WHICH APPROACH SHOULD I USE?
USE THIS APPROACH IF QUALITATIVE QUANTITATIVE
You believe that: There are multiple There is an objective
constructed realities reality that can be
measured
Your audience is: Familiar with/supportive of Familiar with/supportive of
qualitative studies quantitative studies
Your research question Exploratory, interpretative Confirmatory, predictive
is:
The available literature Limited or missing Relatively large
is:
Your research focus: Involves in-depth study Covers a lot of breadth
Your time available is: Relatively long Relatively short
Your ability/desire to High Medium to low
work with people is:
Your desire for structure Low High
is:
You have skills in the Attention to detail and Statistics and deductive
area(s) of: inductive reasoning reasoning
Your writing skills are Literary, narrative writing Technical, scientific writing
strong in the area of:
Fieldwork or Deskwork?
The distinction between fieldwork and deskwork offers an alternative thinking about
basic research strategies.
FIELDWORK refers to the process of going out to collect research data. Such data
may be described as original or empirical, and cannot be accessed without the
researcher engaging in some kind of expedition. It might involve, fore example,
visiting a company for interviewing member of staff, or standing on a street corner to
give out questionnaires to passers-by, or going to a shopping area to make
observations, take pictures, make sketches, etc. In some disciplines, like
anthropology, architecture or sociology, fieldwork assumes particular importance.
DESKWORK, on the other hand, consists of those research processes which do not
necessitate going into the field. It consists, literally, of those things can be done while
sitting at a desk. These may include, for example, the analysis of data collected by
others, literature searches in the libraries, and of course writing.
But on the other hand, an appreciation of this distinction may help the researcher in
planning and implementing her/his research project. The opportunities and
preferences for either fieldwork or deskwork will help the researcher in choosing
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where this is possible, not just the topic of his/her research but the kinds of methods
he or she will be using.
RESEARCH APPROACHES
The approaches which will be mentioned and explained in the following lines are not
meant to be either definitive or exclusive. It simply recognizes the most common
approaches used by those carrying out small-scale research projects. It is worth to
keep in mind that, individual projects may involve more than one of these
approaches: thus, a case study may be carried out through action research, while
particular project may involve both experiments and surveys.
Action Research
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As you may follow in the given example, the research will be followed by an action
(in a positive or negative way) in accordance with the research results.
Case Studies
Experiments
Experiments are in fact mostly used in physical sciences, where materials are more
amenable to experimentation. Indeed, experiments are at the heart of what is known
as the scientific method, wit its practice of formulating and testing hypotheses
through carefully designed and controlled tests. The above mentioned terminology –
subjects, variables, etc., appears very precise and suggestive in that case.
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However, experiments are also used in social science research, as a research
approach, particularly in psychology, economics, education, and even sometimes
planning and architecture.
Surveys
Documentary Research
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INCLUDES SEARCHING THROUGH DOCUMENTS ON A SELECTED
TOPIC.
HAS THE DISADVANTAGE OF RESEARCHING WITHOUT ANY THEORY
AND CONCEPTUAL FRAMEWORK.
FOR ANY KIND OF DOCUMENTATION, HAVING A CONCEPTUAL
FRAMEWORK, AND A THEORETICAL BACKGROUND WILL LEAD TO
SUCCESSFUL RESEARCH.
A SUFFICIENTLY INTERESTING AND RESEARCHABLE QUESTION
SHOULD ALSO BE ASKED AT THE BEGINNING SO THAT ONE KNOWS
WHAT DOCUMENTS WILL BE USEFUL TO EXAMINE AND FROM WHAT
PERSPECTIVE TO READ THEM.
ONE DISADVANTAGE IS THAT THE DOCUMENTS MAY BE MISSING,
THUS GIVING AN INCOMPLETE PICTURE.
QUESTIONS OF RELAIBILITY, VALIDITY AND PURPOSE ARE ON THE
AGENDA.
AVAILABLE EVIDENCE, THUS, DOCUMENTS SHOULD BE STUDIED
CAREFULLY.
Ethnographic Research
To sum it up;
THE DATA YOU GATHER AND THE METHOD YOU CHOOSE SHOULD BE
APPROPRIATE TO THE PURPOSE OF YOUR RESEARCH.
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Besides, the following list presents the characteristics of various methods and the
research goals and methods attempts to achieve (based on Leedy, 1997, p. 111):
35
Method Characteristics of the Method and the Research Goals
and Method Attempts to Achieve
Case and Field Study A type of qualitative research in which data are gathered
Research directly from individuals (individual cases) or social or
community groups in their natural environment for the
purpose of studying interactions, attitudes, or
characteristics of individuals or groups.
36
Non-Experimental A methodology that relies largely on a statistical
Quantitative Research investigation of the data. Its prime aim is to determine how
closely the data of the study approach ideal data as
established by the normal curve and whether the
divergence, if any is “significant” within certain prescribed
statistical parameters.
RESEARCH TECHNIQUES
Study of Documents
All research project involve, to a greater or lesser extent, THE USE AND ANALYSIS
OF DOCUMENTS, often in conjunction with other research techniques such as
interviews with key informants.
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For some research projects, however, the FOCUS OF DATA COLLECTION IS
ENTIRELY, OR ALMOST ENTIRELY, ON DOCUMENTS OF VARIOUS KINDS. As
Blaxter, et.al. (1996, p. 151) explains, they might,
In the following, some detailed information will be given related to primary and
secondary data, for the sake of documentary research.
The primary data of previous research, when fond in books, periodical, journals,
bulletins, and similar publications, are less valuable than a researcher‟s own
findings.
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PRIMARY BOOK SECONDARY BOOK NON-BOOK SOURCES
SOURCES SOURCES
Conference Proceedings Bibliographies Audio-visual material
Official Publications Current awareness General catalogues
publications
Patents Current contents Subject catalogues
Periodicals / Journals Indexes Cd ROMs
Reports Abstracts Online searching
Research in progress Newspaper and press Culture collections
clippings
Standards Reference books Museums
Statistics Encyclopaedias Information services
Theses Dictionaries Microforms
Trade literature Handbooks Maps
Memos, minutes, internal Directories Technical drawings
reports
Letters, diaries Year books Photographs
Contemporary and classic Textbooks Botanic gardens
works
Translations Zoos and nature reserves
Reviews Science parks
Popular media People
Edited collections and Organizations
literature reviews
Computer-based material
This table is produced based on a section by (White, 1991, pp. 18-58). All the
mentioned sources have been analysed in the given reference by the headings:
uses, limitations, how to locate.
Following is a number of hints about the sources of information (White, 1991, p. 58):
When you try to work out and identify your information needs, first of all you
should decide WHY YOU NEED THE INFORMATION. Why you need information
often determines WHAT TYPE OF DATA YOU SHOULD LOOK FOR. Secondly,
DEFINE YOUR INFORMATION NEEDS. Here you decide what you already now,
what you need to know, and if your query is either specific or general. You may
use BRAINSTORMING TECHNIQUE for general needs. Then, you should
CHOOSE SOURCES TO USE, AND SEARCH THEM OUT. Here you choose to
search PRIMARY, SECONDARY, BOOK OR NON-BOOK MATERIAL. Library
39
skills are important here. Finally, you COLLECT INFORMATION. You work
through the selected sources by making notes.
With practice, searching out information is relatively easy, provided you adopt a
systematic approach.
Using a variety of sources will provide a good framework and background support
for your discussions.
Interviews
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Blaxter et. al. (1996, p. 154) defines nine alternative interview techniques as listed in
the following:
Interviews may take place face to face or at a distance over the telephone.
They may take place at the interviewer‟s home or place of work, in the street,
or on some other neutral ground
At one extreme, the interview may be tightly structured, with a set of questions
requiring specific answers, or it may be very open ended, taking the form of a
discussion. In the later case, the purpose of the interview may be simply to
facilitate the subject talking at length. Semi-structured interviews lie between
these two.
Different forms of questioning may be practiced during the interview. In
addition to survey questioning, Dillon (1990) identified classroom, courtroom
and clinical questioning as well as the domains of personnel interviewing,
criminal interrogation and journalistic interviewing.
Prompt, such as photographs might be useful for stimulating discussion.
Interviews may just involve two individuals, the researcher and the
interviewee, or they may be group of events involving more than one subject
and /or more than one interviewer.
The interviewee may or may not be given advance warning / clues of the
topics or issues to be discussed. The briefing might be very detailed to allow
the subject to gather together any necessary detailed information.
The interview may be recorded in a variety of ways. It may be taped, and
possibly later transcribed by an audio-typist. The interviewer may take notes
during or after the interview, or where there is more than one interviewer, one
may take notes, while the other conducts the interview.
Interviews may be followed up by a variety of ways. A transcript could be sent
to the subject for comment. Further questions might be subsequently sent to
the interviewee / the subject in writing. A whole series of interviews could be
held over a period of time, building upon each other or exploring changing
views and experiences.
Give an example of a research case (possibly related to your research area) where
you would need to carry out an interview survey.
41
Observation
There are many details which need to be considered before beginning observations.
Blaxter, et.al. (1996, p. 159) lists these details as in the following:
1. Are the times at which you carry out the your observations relevant?
2. Do you need to devise an observational schedule or determine pre-coded
categorize? If so, you might like to test these out in a pilot observation before
they are finalized.
3. If the answer to the last question was negative, how are you going to organize
your data recording?
4. Is it important to you to try and record “everything” or will you be much more
selective?
5. Are your age, sex, ethnicity, dress or other characteristics likely to affect your
observations?
6. How artificial is the setting? How visible are you as the observer? Does this
matter?
7. Is observation enough, or will you need to participate, and/or use other means
of data collection?
8. Are there any situations to which you cannot get access but where
observation may be important? How can you “get off the road” or “backstage”?
9. If you are going to participate more directly in the events you will be observing,
how are you going to balance the demands of participation and observation?
Again, you should find some practice beneficial here.
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MAKING NOTES – YOU MAY PREPARE A “PARTICIPANT OBSERVATION FORM”
OR AN “INVENTORY FORM” IN MORE ARCHITECTURAL CASES, BEFORE
GOING TO THE FIELD; THE FORM SHOULD INCLUDE INFORMATION ON DATE,
TIME, EVENT(S), PARTICIPANTS, PLACE, REGION, STREET, DESCRIPTIONS,
COMMENTS, ETC.
At this point, once you have identified certain hypotheses, you can then analyze the
extent to which your results support these hypotheses.
You should keep in mind that, using observation as a method of collecting data is
(like interviewing) potentially very time-consuming. The time absorbed occurs not just
during the observation, but also afterwards as well, when you come to interpret and
analyse what you have recorded. Pre-categorizing, and structuring your observations
can reduce the time commitment dramatically, though at the risk of losing both detail
and flexibility.
Questionnaires
43
THEY CAN BE POSTED / SEND BY E-MAIL TO THE INTENTED RESPONDENTS,
who are then expected to complete and return them themselves (preferably, using a
reply-paid envelope)
There are also a variety ways of asking questions in the questionnaires. There might
be eight basic question types:
1. QUANTITY OR INFORMATION
e.g. In which year did you enroll on the phd degree? _____________
2. CATEGORY
e.g. Have you ever been, or are you now, involved in research?
Yes (currently) Yes (in the past) No, never
4. SCALE
e.g. How would you describe your parents attitude to higher education at that
time? Please tick one of the options below.
_ Very positive
_ Positive
_ Neutral
_ Negative
_ Very Negative
_ Not sure
5. RANKING
e.g. What do you see as the main purpose(s) of your degree study? Please rank
all those relevant in order from 1 downwards.
_ Personal development
_ Subject interest
_ Career advancement
_ Recreation
_ Fulfill ambition
_ Other (please specify) ___________
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For Positive Neutral Negative Not sure
You
Your family
Your employer
The country
Your community
Your friends
7. OPEN-ENDED
e.g. What would your comments be on the living conditions in social housing units
constructed by the government.?
______________
______________
8. SKETCHING
e.g. Can you draw the sketch of the landmarks in your hometown.
Here is a list of suggestions on how to best lay out and present questionnaires,
adapted from Blaxter, et. al. (1996, p. 163):
45
During the face-to-face questionnaire survey, you should introduce yourself
first, give a contact address or telephone number if requested, and be
prepared to answer questions about your survey.
You should explain the benefits of your survey to the respondents at the
beginning.
If the questions you are asking are sensitive (in many cases this will be the
case) you should start by assuring your respondents of the confidentiality of
their replies.
Make sure any instructions you give on how the respondent is expected to
answer the questions are clear.
It is usually keep the kind of response expected – ticking, circling or writing in
– constant.
Biased and leading questions should be avoided.
It is desirable that the length of the questionnaire is kept within reasonable
limits but at the same time, it is better to space questions well so that the
questionnaire does not appear cramped.
The questionnaire should be kept as short as possible.
If the questionnaire is lengthy and complicated, and you are expecting a
substantial number of replies, you should think about coding the answers in
advance on the questionnaire to speed up data input.
Negatively stated items should be avoided; they are likely o be misread by the
respondents.
Remember to thank your respondents at the end of the questionnaire and to
invite their further comments and questions.
You would be well advised to carry out a pilot questionnaire before you carry
out the full survey, and to modify your questions in the light of the responses
you receive during this pilot survey.
Give an example of a research case (possibly related to your research area) where
you would need to carry out a questionnaire survey.
To sum it up;
1. Library search: Please find a completed masters or phd thesis in the library.
Try to identify which research approach the thesis falls into, and the research
techniques used in the thesis.
2. Based on the information you have gained from the above discussed text,
identify two examples of research projects, each of which falls into one of the
approaches / families. Then identify the possible techniques that can be used
for the purpose of these research projects.
46
MAJOR REFERENCES
Barnes, Rob (1992), Successful Study for Degrees, Routledge, London
Blaxter, L., Hughes, C., Tight, M. (1996), How to Research, Open University Press,
Buckingham
Bouma, Gary D., Atkinson, G.B.J. (1996), A Handbook of Social Science Research:
A Comprehensive and Practical Guide for Students, Second edition, Paper Back,
Oxford University Press
Dillon, J. (1990), The Practice of Questioning, Routledge, London
Hart E. and Bond M. (1995), Action Research for Health and Social Care: A Guide to
Practice, Buckingham, Open University Press,
Hutton, P. (1990), Survey Research for Managers: How to Use Surveys in
Management Decision-Making, Basingstoke, Macmillan
Yin, R. (1993), Applications of Case Study Research, Newbury Park, Sage
47
WEEK FIVE
Main topics: Preliminaries to research, Practical considerations when starting
I. PRELIMINARIES TO RESEARCH
However, there may also be some cases that THE STUDENT WHO WISHES TO
CARRY OUT RESEARCH, POSSIBLY TO FULFILL EXAMINATION / DEGREE
REQUIREMENTS, HAS TO CAST ABOUT FOR A SUBJECT TO DO RESEARCH
ON.
48
CHOOSING A TOPIC
Choosing your research topic is probably the most important single decision you
have to make in doing research. Blaxter et.all. (1997, p. 22) identifies twelve issues
to bear in mind when choosing a research topic:
This is quite a common problem for especially the new research students. Blaxter
et.all. (1997, p. 30 - 33) suggest ten ways for helping you brainstorm your ideas for a
research project:
BACKGROUND READING
49
STAGES:
At the beginning of your research, in order to check what other research has
been done, to focus your ideas, and to explore the context for your project;
During your research to keep you interested and up to date with
developments, to help you better understand the methods you are using and
the filed you are researching; and as source of data,
After your research, to see what impact your own work has had and to help
you develop ideas for further research projects.
PURPOSES:
Accounts of research on similar topics to your own,
Accounts of research methods being applied in ways which are similar to your
own plans,
Accounts of the context relating to your project.
The search for information is sometimes a problem for beginners, who are usually
more used to consulting books than research.
50
FOCUSING
Once you have chosen a topic, or perhaps a number of possible alternative topics,
you will almost certainly need to refine it and focus. Focusing is not an instantaneous
process, but takes place over time. During this period, you are likely to be doing a lot
of background reading, thinking about the methods you will use in your research, and
refining your research design. (Blaxter, et. al, 1997, p. 34)
Blaxter et.al. (1997, p. 35) identifies six research-focusing techniques, five of which
are:
Actually, these research-focusing techniques define some of the main steps in the
process of a research. Presenting some practical considerations, which will be
mentioned in this section, the research process will be dealt with in detail in the
following sections.
Based on the above discussed points, here are some practical clues to start
research:
51
o FORMULATE YOUR MAIN RESEARCH QUAESTION(S), AIMS,
OBJECTIVES (RESEARCH PROPOSAL)
o CONSTRUCT A “GHOST” STRUCTURE
o REVISE THE WORKING TITLE
o EXAMINE THE ETHICS OF YOUR RESEARCH
o DISCUSS THE MATTERS WITH SUPERVISOR
o FINALIZE MOST DECISIONS ABOUT RESEARCH METHODOLOGY
o ORGANIZE PRACTICAL EQUIPMENT (IF NEEDED)
o MAKE APPOINTMENTS (IF NECESSARY)
o SET UP THE PROJECT
o GATHER THE DATA (BY FOLLOWING UP YOUR METHODOLOGY)
o ANALYSE DATA
o REVISE YOUR “GHOST” STRUCTURE FOR WRITING UP
o SET UP CONCLUSIONS
o WRITE THE FIRST DRAFT
o EDIT IT
o CHECK WITH SUPERVISOR, ADVISORS, FRIENDS
o FINALIZE THE TITLE
o WRITE FURTHER DRAFTS
o TYPE THE FINAL COPY
o SUBMIT IT ON TIME
o
You may obviously extend the list according to your own experience.
MAJOR REFERENCES
Barnes, Rob (1992), Successful Study for Degrees, Routledge, London
Blaxter, L., Hughes, C., Tight, M. (1997), How to Research, Open University Press,
Buckingham
52
Bouma, Gary D., Atkinson, G.B.J. (1996), A Handbook of Social Science Research:
A Comprehensive and Practical Guide for Students, Second edition, Paper Back,
Oxford University Press
Phillips, Estelle M., Pugh, D.S. (1994), How to Get a PhD: A Handbook For Students
and Their Supervisors, second edition, Open University Press, Buckingham
53
WEEK SIX – SEVEN
Main topics: Research Process Phase 1: Selecting a problem (stating the
problem, questions, hypothesis, objectives), Selecting variables, Measuring
variables, Research methodology, Research design
There is a wide variety of views of what and how people research; and there are
alternative perspectives of WHAT THE PROCESS OF UNDERTAKING RESEARCH
SHOULD LOOK LIKE.
54
Obviously, all these diagrams are both SIMPLIFICATIONS and IDEALIZATIONS of
the research process. (1. linear view, fixed stages, clear start and an end; 2. different
routes to be taken through the process at particular stages; 3. a circular process, the
process might be entered at a number of points, with reinterpretation of the earlier
stages; 4. cyclical, going through a number of cycles , the effects of each one
impacting upon the way in which successive cycles are approached)
55
Accordingly, in a more simplified way, research can be taken as (Blaxter, et.al., 1997,
p. 10):
cyclical
can be entered at almost any point
is a never-ending process
will cause you to reconsider your practice
will return you a different starting place
Remember what we have said in the previous lines / weeks about the RESEARCH
PROCESS:
The research process is NOT A RIGID PROCESS. A rigid process is one in which Step 1 must be
done and completed before Step 2 can begin. On the other hand, THERE IS A SENSE, in which, IF
THE FIRST STEPS ARE NOT EXECUTED CAREFULLY THE REST OF THE RESEARCH
PROCESS WILL BE WEAKENED OR MADE MORE DIFFICULT.
Those who have done a lot of research develop their own style of going through te phases of the
research process. Each researcher will describe a pattern of his own.
THERE IS A USUAL “SEQUENCE” IN THE RESEARCH PROCESS: Thus, this sequence is not an
“this and then that” ordering. Rather, THERE IS AN ORDER OF BASIC STAGES AND SERIES OF
INTERLINKED ISSUES IN EACH STAGE. FAILURE TO ADDRESS THE RIGHT ISSUES
SATISFACTORILY WILL UNDERMINE OR MAKE MORE DIFFICULT THE REST OF THE
RESEARCH PROCESS.
56
Accordingly, we may study the research process in three main phases, each of which
will further be sub-divided:
We will be dealing with Phase 1 during two weeks, including this one:
57
THIS FIRST PHASE (COMPOSED OF TWO SUB-PHASES) IS ONE OF
DECISION-MAKING
SORTING
NARROWING
CLARIFYING
IT REQUIRES CLEAR THINKING
After choosing your research topic, DEFINING KEY CONCEPTS, ISSUES AND
CONTEXTS WILL ASSIST YOU IN FOCUSING YOUR WORK, AS WELL AS BEING
A GREAT HELP IN THE COMING STAGES OF YOUR RESEARCH. THEY DEFINE
THE TERRITORY OF YOUR RESEARCH, INDICATE THE LITERATURE YOU
NEED TO CONSULT AND SUGGEST THE METHODS AND THEORIES YOU
MIGHT APPLY.
CONCEPTS are WORDS WHICH LABEL IDEAS WHICH ARE KEY IMPORTANCE
TO US. The term “key variables” is sometimes used in an analogous way. Examples
of concepts include, truth, beauty, time, hunger, love, destiny. Concepts have a
resonance which goes beyond that of more ordinary words, but which may critically
DEPEND UPON THEIR CONTEXT, as in the case, for example, of concepts such as
development, quality, equity, class and work. Such concepts and your
understanding of them will help frame the structure and presentation of your
research.
Example 1
If you are examining the position of female managers in a particular organization, you
will probably want to inform your analysis with an understanding of concepts such as
gender and organizational development.
Example 2
If you are studying on the development of centers within the cities, you will probably
inform your analysis with an understanding of concepts such as city center and urban
context.
58
CONTEXTS comprise THE BACKGROUND OF EXISTING RESEARCH,
KNOWLEDGE AND UNDERSTANDING WHICH INFORM NEW OR ONGOING
RESEARCH PROJECTS. Research seldom, if ever, breaks wholly new ground; it
builds on an extensive history of other people‟s work. You will need to have some
familiarity with this if you are to make the most of your own research work. Your work,
might, for example, ask similar questions, replicate a study in another area or seek to
modify existing findings. Your research context will include many studies, which are
not specifically relevant to your particular research questions, but are illustrative of
broader issues in your disciplinary field, applications of your methodological
approach or comparative studies in other countries.
The first stage of a research process is the formulation of the problem. In general
hardest part of this process is this starting point: the original idea or problem.
Developing a clear statement of the problem requires SKILL and CREATIVE
THINKING. Thus, this is where EXPERIENCE, CREATIVITY and ORIGINALITY are
most necessary.
CURIOSITY
CLAIMS FOR OTHERS FORMALOR INFORMAL RESEARCH
READING
PROBLEMS
59
QUESTIONS / OBJECTIVES WE BEGIN WITH ARE QUITE COMPLEX. WE NEED
TO LEARN HOW TO NARROW THEM. ASKING SOME QUESTIONS (AS IN THE
FOLLOWING LINES) ABOUT THE ORGINAL QUESTION MIGHT HELP:
- WHAT ARE THE MAJOR CONCEPTS?
- WHAT IS HAPPENING HERE?
- WHAT ARE THE ISSUES?
- WHAT ARE THE CONTEXTS?
- IS ONE AFFECTING, CAUSING OR PRODUCING A CHANGE IN
SOMETHING ELSE?
- WHY IS THIS SO? ETC.
The diagram below shows a model for the generation of research hypothesis
(Graziano, et.al., 1993, p 161), thus a REFINED WAY OF PROBLEM STATEMENT:
Initial ideas
(often vague and general)
Operational definitions
of constructs
Research Questions
Research Hypothesis
(a specific deductive prediction)
Research Objectives
60
RESEARCH QUESTIONS
An obvious point for focusing your research is TO TRY AND SET OUT, LOOSELY
AT FIRST AND THEN MORE PRECISELY, THE QUESTIONS YOU WANT TO
ANSWER IN YOUR RESEARCH PROJECT.
The initial question, once developed, is much more than just a point from which to
begin research; ITS VERY NATURE DETERMINES MUCH OF HOW YOU CARRY
OUT THE REST OF THE RESEARCH PROCESS.
THUS, IF, OR WHEN YOU GET YOUR RESEARCH QUESTIONS RIGHT, THEY
SHOULD SUGGEST NOT JUST THE FIELD FOR STUDY, BUT ALSO METHODS
FOR CARRYING OUT THE RESEARCH AND THE KIND OF ANALYSIS
REQUIRED.
61
THUS, DEVELOPING THE INITIAL QUESTION IS OF CONSIDERABLE
IMPORTANCE.
This process might take them far from their starting point, and their refined questions
might be quite different from where they began.
The process of refining originally vague and general ideas does not stop when the
researchers arrive at an initial question. Rather, the question is further refined into a
more SPECIFIC STATEMENT OF THE PROBLEM that he/she wishes to investigate;
and the statement is still further refined into a specific RESEARCH HYPOTHESIS
or RESEARCH OBJECTIVES.
62
RESEARCH HYPOTHESIS
causes
X Y
or
X is related to Y
ONE HYPOTHESIS YOU MAY DERIVE FROM THESE ISSUES WOULD BE:
Religion and religious beliefs affect the form, plan, spatial arrangements
and orientation of houses.
X Y
THE FORM, PLAN,
RELIGION AND SPATIAL
RELIGIOUS BELIEFS ARRANGEMENTS AND
ORIENTATION OF
HOUSES
63
NOW DERIVE OTHER HYPOTHESIS FROM THE ABOVE LIST OF ISSUES,
WRITE THEM OUT CONCISELY AND THEN DIAGRAM THEM.
INDEPENDENT DEPENDENT
CONCEPT CONCEPT
64
WHETHER A CONCEPT S DEPENDENT OR INDEPENDENT, DEPENDS ON
YOUR THEORY, YOUR IDEA OF WHAT IS HAPPENING.
INDEPENDENT DEPENDENT
CONCEPT CONCEPT
65
EXAMPLE OBJECTIVE 1: TO DETERMINE THE NUMBER AND PERCENTAGE
OF YOUNG PEOPLE (UNIVERSITY STUDENTS) IN A PARTICULAR COMMUNITY
(IN FAMAGUSTA) WHO REQUIRE ACCOMMODATION.
Summary
THUS, A RESEARCH OBJECTIVE STATES THE GOAL OF THE STUDY WHICH
IS INTENDED TO DESCRIBE. WHEREAS, A HYPOTHESIS IS DEVELOPED TO
GUIDE RESEARCH INTENDED TO TEST AN EXPLANATION.
+ or - + or -
masters
66
OBJECTIVE ONLY. HOWEVER, A MASTERS DEGREE RESEARCH CAN SET UP
A HYPOTHESIS AS A PHD STUDY CAN BE BASED ON RESEARCH OBJECTIVE
ONLY – ALL DEPENDS UPON THE RESEARCH TOPIC AND INTENTIONS (HWAT
YOU WANT TO RESEARCH?)
67
ABSTRACT CONCRETE &
FROM CONCEPTS MEASURABLE
IDEAS
VARIABLES
A VARIABLE IS A CONCEPT THAT VARIES IN AMOUNT OR KIND. In other
words, A VARIABLE IS ANY CHARACTERISTICS THAT CAN TAKE MORE THAN
ONE FORM OR VALUE (e.g. anxiety, intelligence, height, reaction time, etc.)
68
A VARIABLE IS A CONCEPT OF WHICH IT IS POSSIBLE TO HAVE MORE OR
LESS, OR DIFFERENT KINDS.
EXAMPLES
SOMEONE MIGHT ARGUE THAT LOVE IS A VARIABLE: YOU CAN HAVE MORE
OR LESS OF IT, AND THERE ARE DIFFERENT KINDS OF LOVE. HOWEVER
LOVE IS NOT DIRECTLY MEASURABLE. IF WE TRY TO MEASURE LOVE, WE
HAVE TO FIND SUITABLE AND MEASURABLE VARIABLES TO USE; SUCH AS
NUMBER OF KISSES RECEIVED FROM ONE‟S LOVER, THE FREQUENCY OF
PRESENTS OR FLOWERS RECEIVED, THE FREQUENCY AND NUMBER OF
HUGS, THE FAILURE OF REMEMBERING IMPORTANT DATES, ETC. WHILE THE
CONCEPT OF LOVE IS NOT DIRECTLY MEASURABLE, WE TEND TO FIND
SOME MEASURABLE CONCEPTS / VARIABLES TO ASSESS WHETHER WE ARE
LOVED OR NOT.
69
HERE X: READING BOOKS IS THE INDEPENDENT CONCEPT, AND Y: LEVEL
OF EDUCATION IS THE DEPENDENT CONCEPT. THEY ARE BOTH ABSTRACT
CONCEPTS. WE NEED TO DEFINE / FIND MEASURABLE VARIABLES -
RELATED TO BOTH CONCEPTS.
X Y
NUMBER OF HOURS NUMBER OF
SPENT FOR READING CORRECT ANSWERS
BOOKS TO QUESTIONS ON A
GIVEN TOPIC
70
3. THE VARIABLES ARE CAUSALLY RELATED, THAT IS A CHANGE IN ONE
VARIABLE WILL PRODUCE A CHANGE IN THE OTHER VARIABLE.
Summary
71
RESEARCH OBJECTIVES ARE USED TO GUIDE RESEARCH THAT SEEKS TO
DESCRIBE AS OPPOSED TO RESEARCH THAT SEEKS TO EXPLAIN WHAT IS
HAPPENNING. WHILE THIS MEANS THAT THERE WILL NOT BE INDEPENDENT
CONCEPTS AND VARIABLES, IT IS STILL NECESSARY TO OPERATIONALIZE
THE CONCEPTS IN THE RESEARCH OBJECTIVE. VARIABLES MUST BE
SELECTED TO SERVE AS INDICATORS FOR THE CONCEPTS BEING STUDIED.
Work on a hypothesis on your own on any subject related to daily life that you might
be interested in. Practise writing down two hypotheses on the same subject– one in
the conceptual form and the other in the measurable form. Diagram both hypotheses
and identify the dependant and independent concepts and variables.
72
Concept Related variables
Health
Marital happiness
Study
Satisfactory housing
Culture
Behavior
Design
Light
Ecology
73
III. MEASURING VARIABLES (RESEARCH METHODOLOGY)
74
THERE ARE THREE BASIC TECHNIQUES USED BY RESEARCHERS IN SOCIAL
AND BEHAVIOURAL SCIENCES TO MEASURE VARIABLES:
75
HOW DO YOU PROVE THAT THE CONCEPTS ARE RELATED IN THE
ARGUED WAY?
HOW DO YOU DESIGN YOUR RESEARCH TO ANSWER THIS QUESTION?
THE BASIC TYPES OF RESEARCH DESIGN CAN BE DIVIDED INTO FIVE TYPES:
1. THE CASE STUDY
2. THE LONGITUDINAL STUDY
3. THE COMPARISON
4. THE LONGITUDINAL COMPARISON
5. THE EXPERIMENT
THE TYPE YOU SELECT WILL DEPEND ON THE HYPOTHESIS OR RESEARCH
OBJECTIVE YOU HAVE SET UP FOR YOURSELF.
QUESTION
THE QUESTION ANSWERED BY THE CASE STUDY IS “WHAT IS GOING ON?”
ACTION
IN A CASE STUDY A SINGLE CASE IS STUDIED FOR A PERIOD OF TIME AND
THE RESULTS ARE RECORDED.
OBJECT / KEY ELEMENT
A PERSON, A GROUP, A TOWN, A NATION, ETC.
THE KEY ELEMENT IN A CASE STUDY IS THAT ONE GROUP IS FOCUSED ON
AND THAT NO COMPARISON WITH ANOTHER GROUP IS MADE.
AIM
THE AIM OF THE CASE STUDY IS DESCRIPTION. ANSWERING THE
QUESTIONS OF WHAT IS GOING ON? IS THERE A RELATIONSHIP BETWEEN A
AND B?
76
THE CASE STUDY MAY BE AN EXPLORATORY STUDY, WHICH TAKES A
BROAD LOOK AT THE PHENOMENON UNDER STUDY. ATTENTION IS NOT AS
FOCUSED AS IN A STUDY TO TESY A HYPOTHESIS. THE PURPOSE IS TO
GETHER INFORMATION, SO THAT A DESCRIPTION OF WHAT IS GOING ON
CAN BE MADE.
QUESTION
THE QUESTION ANSWERED BY THE CASE STUDY IS “HAS THERE BEEN ANY
CHANGE OVER A PERIOD OF TIME?”
A A
TIME 1 TIME 2
77
TO DO A LONGITUDINAL STUDY, YOU:
1. SELECT VARIBALES RELEVANT TO THE CONCEPTS UNDER STUDY
2. DEVISE A WAY OF MEASURING THOSE VARIABLES
3. DEVELOP A DATA RECORDING DEVICE (METHOD)
4. MEASURE THE SAME VARIABLES IN THE SAME WAY IN ONE GROUP
(OR FOR ONE PERSON, TOWN, PLACE, ETC.) AT TWO OR MORE TIMES.
THE COMPARISON
INVOLVES ONE MEASURE OF TWO OR MORE GROUPS. THE MEASURES ARE
IDEALLY TAKEN AT THE SAME TIME.
THE FINDINGS OF THIS STUDY ARE LIMITED TO THE STUDIED GROUP. THE
RESERACHER CANNOT GENERALIZE FURTHER IN THIS INSTANCE.
QUESTION
THE QUESTION ANSWERED BY THE CASE STUDY IS “ARE A AND B
DIFFERENT?”
ACTION
IN A COMPARISON STUDY TWO DIFFERENT GROUPS ARE COMPARED USING
THE SAME MEASURE OF THE SAME VARIABLES AT OR NEARLY AT THE
SAME TIME.
TIME 1
TIME 1
78
TO DO A COMPARISON STUDY, YOU:
1. SELECT VARIBALES RELATED TO THE CONCEPTS UNDER STUDY
2. DEVISE A WAY OF MEASURING THE VARIABLES
3. DEVELOP A DATA RECORDING DEVICE (METHOD)
4. MEASURE THE SAME VARIABLES IN THE SAME WAY IN TWO OR MORE
GROUPS (OR INDIVIDUALS, TOWNS, PLACES, ETC.) AT THE SAME OR
NEARLY THE SAME TIME.
QUESTION
THE QUESTION ANSWERED BY THE CASE STUDY IS “ARE A AND B
DIFFERENT OVER A PERIOD OF TIME?” IT CANNOT HOWEVER ANSWER TH
QUESTIONS “WHY THEY ARE OR THEY ARE NOT DIFFERENT?”
ACTION
IN A LONGITUDINAL COMPARISON STUDY TWO DIFFERENT GROUPS ARE
COMPARED USING THE SAME MEASURE OF THE SAME VARIABLES AT
MORE THAN ONE TIME.
A A
B B
TIME 1 TIME 2
79
AIM
THE AIM OF THE COMPARISON STUDY IS TO DETERMINE WHETHER THERE
IS ANY DIFFERENCE BETWEEN THE TWO GROUPS AND WHETHER THIS
DIFFERENCE PERSIST THROUGH TIME.
THE EXPERIMENT
AN EXPERIMENTAL RESEARCH DESIGN PROVIDES THE MOST RIGOROUS
TEST OF A HYPOTHESIS WHICH SPECIFIES THAT X CAUSES Y.
AIM
TO DETERMINE THE EFFECT THAT A CHANGE IN ONE VARIABLE HAS UPON
ANOTHER.
BEFORE AFTER
EXPERIMENTAL GROUP
A A
TIME 1 TIME 2
B B CONTROL GROUP
80
IN ORDER TO TEST AN HYPOTHESIS USING AN EXPERIMENTAL DESIGN, THE
RESEARCHER MUST:
NOTE THE FACT THAT YOUR RESEARCH IS LIMITED BECAUSE OF YOUR USE
OF A RESEARCH DESIGN OTHER THAN AN EXPERIMENTAL DESIGN.
V. SELECTING A SAMPLE
81
SAMPLING IS AN IMPORTANT FEATURE OF ALL RESEARCH. PART OF THE
WHOLE IS STUDIED AND THE RESULTS ARE TAKEN TO BE ACCURATE
REFLECTION OF THE WHOLE.
THE MOST IMPORTANT POINT TO REMEMBER ABOUT SAMPLING IS:
IF, FOR EXAMPLE, YOU ARE DOING A RESERCH ON “THE EFFECTIVE DESIGN
CRITERIA OF OTTOMAN HOUSES IN CYPRUS”, THE SAMPLES YOU SHOULD
BE SELECTING SHOULD BE THE TYPICAL, REPRESENTATIVE HOUSES FROM
THE OTTOMAN PERIOD.
82
MAJOR REFERENCE
Bouma, Gary D., Atkinson, G.B.J. (1996), A Handbook of Social Science Research:
A Comprehensive and Practical Guide for Students, Second edition, Paper Back,
Oxford University Press
83
WEEK EIGHT
Main topics: Basic Framework For a Research Report / Research Paper
84
THE BASIC IDEA IS THAT YOU SHOULD APPROACH WRITING A PAPER /
REPORT SYSTEMATICALLY.
85
THE FINISHED PRODUCT IN A RESEARCH PAPER / REPORT, IN GENERAL,
CONSISTS OF THE FOLLOWINGS:
86
PARTS CONTENTS / FEATURES
CONCISE, ACCURATE, INFORMATIVE
THE TITLE NO WASTED WORDS
MOST IMPORTANT PHRASE FIRST
DESCRIPTION OR STATEMENT
THE AUTHORS
THE ADDRESSES
OBJECTIVES
METHODS
THE ABSTRACT MAJOR (EXPECTED) RESULTS
INTERPRETATION OF RESULTS IN TERMS OF THEIR
SIGNIFICANCE AND POSSIBLE IMPLICATIONS
KEYWORDS SPECIFIC AND FOCUSED
TO BE USED IN AN INDEX
MATERIALS AND WHAT YOU USED - IN A LOGICAL ORDER
METHODS ANSWERING WHAT? WHERE? WHEN? HOW MUCH?
HOW MANY? QUESTIONS
WHAT YOU DID – IN A LOGICAL ORDER
ANSWERING HOW? QUESTION
RESULTS WHAT HAPPENED?
WHAT HAVE YOU FOUND OUT?
DISCUSSION WHY DID IT HAPPEN?
WHAT DOES IT MEAN?
INTERPRETATION
FINDINGS IN RELATION TO OBJECTIVES AND/OR
HYPOTHESIS
VALIDITY
COMMENT ON SIGNIFICANCE
RELEVANCE TO PRESENT CONDITIONS
NEW LINES OF STUDY
CONCLUSIONS
REFERENCES
BIBLIOGRAPHY
MAJOR REFERENCE
Stapleton, Paul (1987), Writing Research Papers: An Easy Guide for Non-Native-
English Speakers, Austrialian Center for International Agricultural Research,
Canberra
87
WEEK NINE
Main topics: Research Process Phase 2: Data Collection
Research involves much more than data collection. The research process does not
begin, nor does it end, with data collection.
I. COLLECTING DATA
88
WHILE YOU ARE COLLECTING AND RECORDING YOUR DATA, IT IS
ESSENTIAL TO PAY CAREFUL ATTENTION TO DETAIL OBSERVATION. THE
LOSS OF DETAIL IN DATA COLLECTION MAY MAKE SUBSEQUENT DATA
ANALYSIS IMPOSSIBLE.
2. THE DATA ARE CODED, THAT IS THEY ARE SORTED INTO THE
CATEGORIES.
3. DATA ARE PRESENTED IN A FORM WHICH FACILITATES THE DRAWING
OF CONCLUSIONS, USUALLY IN THE FORM OF TABLES, GRAPHS, OR
CHARTS WHICH LEAD TO A CLEAR WRITTEN INTERPRETATION AND
SUMMARY.
89
MAJOR REFERENCE
Bouma, Gary D., Atkinson, G.B.J. (1996), A Handbook of Social Science Research:
A Comprehensive and Practical Guide for Students, Second edition, Paper Back,
Oxford University Press
90
WEEK TEN
Main topics: Research Process Phase 3: Analysis and Interpretation; Drawing
conclusions; Writing-up your research; Dissertation structure
YOU MAY HAVE GOOD / WELL-COLLECTED RAW DATA BUT WHAT WILL YOUR
ARGUMENT BE?
91
AT THIS POINT IT IS POSSIBLE TO COMBINE DATA AT FIRST WITH AN OPEN
MIND, LOOKING FOR CATEGORIES THAT MIGHT DETERMINE HOW YOU
WANT TO PRESENT YOUR FINDINGS.
IF YOU ARE GOING TO PUT YOUR DATA INTO CATEGORIES, YOU WILL NEED
TO WRITE ABOUT YOUR REASONS AND CRITERIA FOR INCLUDING OR
EXCLUDING ITEMS.
92
IGNORE USEFUL COMPRISONS
DO NOT LEAD TO MORE SEARCHING QUESTIONS.
DATA HAVE BEEN COLLECTED AND PRESENTED, BUT THEY STILL REQUIRE
EVALUATION AND ANALYSIS.
93
FIVE BASIC QUESTIONS GUIDE THE ACTIVITIES OF DATA ANALYSIS AND
INTERPRETATION:
94
SECOND, DATA ARE RELATED TO THE HYPOTHESIS OR
RESERCH OBJECTIVE, BY ANSWERIN THE FOLLOWING
QUESTIONS:
i. “WHAT DO THESE DATA TELL YOU ABOUT YOUR
HYPOTHESIS AND/OR RESEARCH QUESTIONS?”
ii. “IS THE EVIDENCE FOR OR AGAINST THE HYPOTHESIS /
OBEJCTIVES?”
iii. WHAT ARE THE IMPLICATIONS OF FINDINGS FOR THE
NARROWLY DEFINED RESERCH QUESTION?”
THIRDLY, YOU NEED TO EVALUATE THE DATA AND TO
ACKNOWLEDGE THE LIMITATIONS OF THE STUDY. (YOU MAY
ALSO HAVE SUGGESTIONS FOR FUTURE RESEARCH)
95
TO WHOM DO YOUR CONCLUSIONS APPLY?
THIS QUESTION CAN BE ANSWERED IN A NARROW SENSE AND IN A
BROADER SENSE. THUS, THE CONCLUSIONS REGARDING THE DATA
APPLY THOSE FROM WHOM THE DATA WERE COLLECTED, OR TO THE
LARGER POPULATION OF WHICH THEY ARE A REPRESENTATIVE SAMPLE.
ON THE ONE HAND, YOUR CONCLUSIONS ARE LIMITED TO THE
SAMPLE STUDIED AND TO THE POPULATION OF WHICH IT IS
REPRESENTATIVE. THE NARROW INTERPRETATION OF THE
APPLICABILITY OF CONCLUSION IS BASED ON THE LIMITATIONS
IMPOSED BY THE SAMPLING PROCEDURE SELECTED.
ON THE OTHER HAND, RESEARCH IS DONE TO GAIN SOME
UNDERSTANDING ABOUT LARGER ISSUES. SOME OF THE
CONCLUSIONS DRAWN REFER TO THE IMPLICATIONS OF THE
FINDINGS OF THE RESEARCH FOR THESE LARGER ISSUES, WHICH
IS THE BROADER SENSE OF THE APPLICABILITY OF THE
CONCLUSION.
CONCLUSIONS
THE NARROW THE
CONCLUSIONS IMPLICATIONS OF
ABOUT THE THOSE FINDINGS
FINDINGS OF THE FOR THE LARGER
STUDY ISSUES
96
III. WRITING UP YOUR RESEARCH
WE HAVE NOT SAID ANYTHING ABOUT THE RESEARCH REPORT UNTIL THIS
TIME BECAUSE IT IS THE LAST ACTIVITY IN ONE CYCLE OF THE RESEARCH
PROCESS. THE PROCESS DOES NOT BEGIN WITH HOW TO WRITE A
REPORT. THE RESEARCH PROCESS CONSISTS OF A SERIES OF ACTIVITIES
WHICH ARE UNDERTAKEN AND THEN REPORTED (AS WE HAVE BEEN
DISCUSSING SINCE THE BEGINNING OF THE COURSE). NOT EVERYTHING
THAT IS DONE DURING THE RESEARCH IS REPORTED IN THE RESEARCH
REPORT OR DISSERTATION.
BEFORE WRITING
THERE IS A GREAT TEMPTATION TO RUSH INTO WRITING BECAUSE THIS
GIVES A FEELIING OF SOMETHING ACCOMPLISHED, AND INDEED IT IS TRUE
THAT CERTAIN SECTIONS OF THE REPORT CAN SOMETIMES BE WRITEN IN
DRAFT FORM BEFORE THE RESEARCH IS COMPLETE. IN GENERAL,
HOWEVER, IT IS BETTER TO SPEND TIME CLARIFYING YOUR IDEAS AND
DECIDING PRECISELY WHAT IS THAT YOU WANT TO WRITE BEFORE YOU
ACTUALLY START WRITING IN A FORMAL WAY.
97
IT IS A GOOD IDEA TO TALK ABOUT YOUR IDEAS WITH YOUR FRIENDS,
COLLEAGUES, AS WELL AS WITH YOUR SUPERVISOR; AND ALSO TO WORK
OUT A PLAN.
WHILE WRITING
IF YOU HAVE DIRECT ACCESS TO A COMPUTER, YOU HAVE A GREAT
ADVANTAGE WHEN WRITING UP YOUR DISSERTATION OR REPORT.
HOWEVER, MAKE SURE YOU ALWAYS SAVE YOUR WORK EVERY FEW
MINUTES AS WELL AS GETTING BACK-UPS OF YOUR WORK IN BOTH HARD
AND FLOPPY DISC.
ALWAYS USE PARAGRAPHS. A general idea is to keep to one idea per paragraph.
98
IF YOU HAVE DIFFICULTY FINDING THE RIGHT WORD, THEN A THESAURUS
PROVIDES A GOOD LIST OF ALTERNATIVES.
RE-READ ALL THE MATERIAL AT THE END, AND THEN HAVE YOUR FINAL
DRAFT READ BY A FRIEND OR RELATIVE (SOMEONE OTHER THAN YOUR
SUPERVISOR) TO CHECK ANY MISSPELLINGS, MISSING WORDS, ETC. THAT
MIGHT HAVE OCCURED BY MISTAKE.
99
IV. DISSERTATION STRUCTURE
LIST OF CONTENTS
100
CHAPTER FOUR/FIVE/ETC.
SITE DESCRIPTION AND ANALYSIS / DESIGN
CONCEPTS AND CRITERIA / ETC. IMPLEMENTATION
OF THE RESEARCH
MAY INCLUDE ANY CHANGES WHICH OCCURRED
AND RELEVANT BACKGROUND TO A CASE STUDY
APPENDIX (APPENDICES)
WHILE WRITING:
BEGIN EACH CHAPTER WITH A STATEMENT OF WHAT THE CHAPTER
IS ABOUT. E.G. THIS CHAPTER GIVES INFORMATION ABOUT THE
RELEVANT LITERATURE. IT IS DIVIDED INTO FOUR MAIN SECTIONS.....
SUMMARIZE THE MAIN POINTS OF THE CHAPTER IN THE CLOSING
PARAGRAPHS AND LINK EACH CHAPTER TO THE BEGINNING OF THE
NEXT CHAPTER. E.G. THIS CHAPTER HAS BROUGHT TOGETHER THE
MAIN FINDINGS ON .....AND DISCUSSED VARIOUS ASPECTS OF........
THE EVIDENCE REVIEWED SUGGESTS THAT .... THESE PROPOSITIONS
ARE FURTHER EXPLORED IN THE COMING CHAPTER.
101
V. REFERENCING / WRITING DOWN THE BIBLIOGRAPHY
FOR BOOKS
Auhor‟s surname, initials or full name (date – in brackets), title (underlined, italic or
bold), place of publication, publisher
Clerk, A. (1998), Coastal Topography, 2nd Edition, London, Alen & Unwin
Clerk, A. (1998b), Climate and the Coasts, London, Alen & Unwin
Eldem, Sedat Hakkı (1943), Türk Evi (The Turkish House), Istanbul, YEM
Marshal, H. (ed.) (1999), The History of the Village, 2 volumes, Berlin, Martin
Robertson Press
Note: If you are writing in English and (the name / title of) the book is in another
language (e.g. Turkish) then you should write the name of the book in its original
language and the translated name into English in brackets beside. (Both titles may
be italics or bold or underlined)
Ling, Arthur(1967), "Urban Form", in. Denis Sharp ed. Planning and Architecture,
London, Barrie and Rockliffe, pp. 59-70
Note: 1. The title of the chapter is written between “…” and the title of the book is
written either
underlined, or written in bold or italic.
2. Inclusive page numbers should be given at the end.
102
FOR ARTICLES IN JOURNALS
Auhor‟s surname, initials or full name (date – in brackets), “title of article” (between
“...”), name of the journal (underlined, or written in bold or italics), volume number,
issue number, sometimes season or month, page numbers
Marcus, C.C., Wischemann, T. (1987), 'Outdoor spaces for living and learning',
Landscape Architecture, March - April, s. 54 – 61
Auhor‟s surname, initials or full name (date – in brackets), “title of paper” (between “...”),
name of the congress book (underlined, or in italics or bold), volume number if exists,
dates of the congress, place of the congress, organizers / publishers, page numbers of the
paper
Yücel, Atilla (1985), "Koruma Konusunda Pragmatik Bir Model: Bursa Kale Sokak
Projesi Örneği", Bildiriler, The Conference on the Preservation of Architectural
Heritage of Islamic Cities, 22-26 Nisan 85, İstanbul, s. 263-267
103
FOR UNPUBLISHED SOURCES
Önal, Ş. (1994), Functional and Physical Analysis of Squares - Public Spaces - in the
Seljuk and Ottoman Cities in Turkiye, unpublished PhD thesis, University of
Nottingham, U.K.
Auhor‟s surname, initials or full name (date – in brackets), “title of paper” (between
“...”), address of the web page (underlined or italics)
FOR PATENTS
Sisaky, A., Golab, F. and Myer, B., (1989), “Rust resistant potatoes”, United Kingdom
Patent, No: 2394783 dated 23.1.1989
FOR REPORTS
FOR STANDARDS
TS-40561 )1985), “Çelik yapıların plastik teoriye göre hesap kuralları”, Türk
Standartları Enstitüsü, Ankara
104
FOR PERSONAL INTERVIEWS
MAJOR REFERENCE
Barnes, Rob (1992), Successful Study for Degrees, Routledge, London, pp. 125-130
Bouma, Gary D., Atkinson, G.B.J. (1996), A Handbook of Social Science Research:
A Comprehensive and Practical Guide for Students, Second edition, Paper Back,
Oxford University Press
105
APPENDIX 1
It is helpful to develop the habit of recording full details of your references in a consistent
format (eg 5" x 3" cards) and noting the precise source of the details. As far as possible you
should take these details from the publication itself: from the title page of a book, or from the
heading to an article or other contribution.
2 The exact detail you require and the form of the reference will vary according to the
precise purpose:
If you are writing a thesis, confirm with your supervisor the exact requirements for
your work.
If it is to be a journal article, check the style sheet of the journal to which you hope to
submit. This is often reproduced in greater or lesser detail in the journal, often inside
the back cover.
For books, you will normally have to conform to the publisher's house style.
3 Several methods of linking references to the text are used. It is best to follow one of
the standard systems; there are examples in the Appendix.
a) The Harvard system, best for citing articles, is generally used in scientific works. Include
the name of the author of the cited work in the text, followed by the date of the cited work in
brackets, or both name and date can be in brackets. List the complete references
alphabetically by author at the end of the text (ie chapter, article or book), with the date of
publication immediately following the author's name.
b) The numerical system is also widely used. A number above the line is introduced into the
text and the complete references listed in numerical order at the end of the text, with the
bibliographical details in the order given in the British Standard.
When additional references are made to a work, or to the same part of a work already cited,
use the same numeral.
If there is any variation in the reference, eg different page numbers, you must use another
numeral.
c) The footnote system is also frequently used, particularly in the humanities and social
sciences. Again a number above the line is introduced into the text, referring to the bottom of
the page, where the reference is given, possibly incorporated in other footnote material which
may include more than one reference. Numbers normally start anew on each page. When
you refer to a work for a second or subsequent time, the reference can be in a standardised
abbreviated form, such as author's surname and short title only.
In the numerical and footnote systems, it is usual to add a complete bibliography of all
works cited, or a select bibliography, to the text, listing items alphabetically by author,
perhaps under broad classifications.
106
d) The Vancouver system is a set of uniform technical requirements for manuscripts
submitted to the major biomedical journals. References follow the numerical system in
linking references to the text.
The forms of reference are the same as those given in the Appendix except that you should
abbreviate the titles of journals according to the style used in Index Medicus.
4 Abbreviations can be introduced into references, but never sacrifice clarity for
economy. The information to be conveyed should be immediately intelligible to even a non-
specialist reader without having to search elsewhere in the work or outside. Provide a
checklist of your abbreviations at the front of the thesis, or at the beginning of the list of
references, as appropriate.
Basic source materials, standard reference works and periodicals to which you refer
repeatedly are usually cited in an abbreviated form eg:
05
Wor
or:
Use the Latin abbreviation ibid ie 'in the same place', to avoid repeating an immediately
preceding reference, identical in every respect to the second reference.
Avoid the abbreviations loc.cit and op.cit except when both references are on the same
page.
ROYAL SOCIETY. General notes on the preparation of SES Copies inscientific papers 3rd
ed. 501.49 QML, F and London: Royal Society, 1974 Gen MacRobert 3
107
TURABIAN, Kate L. A manual for writers of term papers SES Various theses, and
dissertations Current ed. 808.02 editions in Chicago: Chicago University Press Tur Taylor
and MacRobert
This gives very detailed instructions on the content and form of references, footnotes and
bibliographies, along with all other aspects of thesis production, in accordance with the style
of Chicago University Press.
CHICAGO UNIVERSITY PRESS. The Chicago manual F Taylor SES of style for authors,
editors and copywriters Current ed. Ref 029.6 Chicago: Chicago University Press 610.149
029.6 Chi Chi Chi 13
TURABIAN, Kate L. Student's guide for writing college papers SES Current ed. 029.6
Chicago: Chicago University Press Turs
ANDERSON, Jonathan, DURSTON, Barr H., and POOLE, Millicent. SESThesis and
assignment writing 029.6 Sydney: John Wiley, 1970
MODERN LANGUAGE ASSOCIATION OF AMERICA SES The MLA style sheet 2nd ed.
029.6 New York: M.L.A., 1970 reprinted with corrections 1973 Mod
MODERN LANGUAGE ASSOCIATION OF AMERICA SES The MLA style manual 029.6
New York: M.L.A., 1985 Mod
MODERN HUMANITIES RESEARCH ASSOCIATION SES MHRA style book: notes for
authors, editors, and writers of 029.6 dissertations 4th ed. Mod London: M.H.R.A., 1991 4
108
EXAMPLES
The adverse effect of limited space on the developing child is noted by Sula Wolff (1969).
The effects of crowding had already been discussed in the 1930s (Plant 1937). Margaret
Mead (1966) has drawn attention to basic human needs as regards environment. The more
specific aspect of playground needs and provision has been examined by Jane Cummins
(1971). A report by R.L. Bishop et al (1972) offers guidelines for playground design.
(Note how the references in the passage of text above are in alphabetical sequence amongst
other references from other parts of the text.)
ABERNETHY, W.D. 1968 The importance of play. Town Country Planning. 36, 471-475.
BISHOP, Robert, et al. 1972 Measurements of children's preferences for the play
environment. Los Angeles: Environmental Design: Research and Practice. EDRA 3/AR 8.
CUMMINS, Jane. 1971 Planning for play. M.A. dissertation. University of Pittsburgh,
Graduate School of Public and International Affairs.
DEE, Norbert, and LIEBMAN, Jon C. 1970 A statistical study of children at urban play-
grounds. J. Leis. Res.. 2(3), 145-159.
MEAD, Margaret. 1966 Neighborhoods and human needs. Ekistics., 21, 124-126.
PLANT, James S. 1937 The personality and an urban area. In: Personality and culture, chap.
8 London: Oxford University Press.
If you are citing several articles by the same author from one year or different pages in the
same monographs place a b c etc. after the year of publication eg:
LANGMUIR, I. 1919a The arrangement of electrons in atoms and molecules. J. Am. Chem.
Soc. 41, 868-934.
LANGMUIR, I. 1919c Isomorphism, isosterism and covalence. J. Am. Chem. Soc. 41, 1543-
1559.
The adverse effect of limited space on child development is noted by Sula Wolff.1
More recently Margaret Mead3 has drawn attention to basic human environmental needs.
The more specific aspect of playground needs and provision has been examined by Jane
Cummins,4 and a report issued the following year offers guidelines for playground design.5
109
4 Numerical system: References
2 PLANT, James S. The personality and an urban area. In: Personality and culture. London:
Oxford University Press, 1937, ch.8.
3 MEAD, Margaret. Neighborhoods and human needs. Ekist. 1966: 21, 124-126.
4 CUMMINS, Jane. Planning for play. M.A. dissertation, 1971. University of Pittsburgh,
Graduate School of Public and International Affairs.
5 BISHOP, Robert, et al. Measurements of children's preferences for the play environment.
Los Angeles: Environment Design: Research and Practice. 1972. EDRA 3/AR 8
Give the author's name in the natural order (not inverted as in a list of references) and
incorporate it by punctuation into one sentence with the other bibliographical details, perhaps
as part of a longer sentence.
2 James S. Plant, The personality and an urban area, In: Personality and culture (London:
Oxford University Press, 1937). Ch. 8, amongst others, drew attention to the problem at this
time.
Check the section on citing references in the CALAIS Student Survival Guide, Section 9,
Finding Information. It is mounted on the classroom pcs.
There are also a number of Web sites with suggestions for citation formats:
http://www.ukoln.ac.uk/ariadne/issue7/kairos
http://www.unn.ac.uk/central/isd/cite/
http://www.bournemouth.ac.uk/using_the_library/html/citing_references.html
110
APPENDIX 2
WRITING IN ENGLISH
to start with
to analyze in terms of
to be illustrated by
to explore the definitions of
to present a framework for analysis
to conclude with
to begin with
111
Some Useful / Practical Phrases for Writing Research Reports / Dissertations *
112
Many writers suggest that... Finally, if these recommendations are
The classification is based upon…. followed, they will contribute to upgrading...
X consists of….. X may be classified according to / on the
X comprises….. basis of / depending upon …..
It is generally / widely accepted / From the data / figures / results /
argued / believed that…. information it may / can be seen / concluded
In conclusion it can be said that…. / shown / estimated / calculated that …..
* You may extend the list above, with your own experience.
113
Some Common Mistakes in Style and Writing of Words *
WRONG RIGHT
Analize Analyze
Air-flow Airflow
By-pass Bypass
Can not Cannot
Clearcut Clear-cut
Data is Data are
Disc Disk
Halflife Half-life
Large concentration High concentration
Less data Fewer data
Little data Few data
Low quantity Small quantity
Less data Fewer data
Mid-point Midpoint
Much data Many data
Occurance Occurrence
Over-all Overall
Un-tested Untested
Small concentration Low concentration
Transfered Transferred
Transfering Transferring
Transferrable Transferable
** You may extend the list above, with your own experience, especially for the most
commonly used words in your field area.
114
Some useful vocabulary and clues on structure for scale of qualification
If you are uncertain if a word is quantity or frequency you can normally check
by seeing if it can be used to answer the following questions
115
Impersonal verb phrases often associated with conclusions:
116
Some useful vocabulary and structure on qualification of comparison
117
Some useful informtaion on connectives
118
Some useful vocabulary for summarising and drawing conclusions
Appendix Prepared by
119
REFERENCES
Beach, David P., Alvager, Torsten K.E. (1992), Handbook for Scientific and Technical
Research, Prentice-Hall, Inc., New Jersey
Blaxter, L., Hughes, C., Tight, M. (1996), How to Research, Open University Press,
Buckingham
Bouma, Gary D., Atkinson, G.B.J. (1996), A Handbook of Social Science Research:
A Comprehensive and Practical Guide for Students, Second edition, Paper Back,
Oxford University Press
Cresswell, John W. (1994), Research Design: Qualitative & Quantitative Approaches,
SAGE Publications, London
Dillon, J. (1990), The Practice of Questioning, Routledge, London
Day, Robert A. (1996), Bilimsel Bir Makale Nasıl Yazılır? (How to Write and Publish a
Scientific Paper?), çev. Gülay Aşkar Altar, TÜBİTAK, Ankara
Hart E. and Bond M. (1995), Action Research for Health and Social Care: A Guide to
Practice, Buckingham, Open University Press
Hutton, P. (1990), Survey Research for Managers: How to Use Surveys in
Management Decision-Making, Basingstoke, Macmillan
Jordan, R.R (1990) Academic Writing Course, Collins Study Skills in English, London
Phillips, Estelle M., Pugh, D.S. (1994), How to Get a PhD: A Handbook For Students
and Their Supervisors, second edition, Open University Press, Buckhingham
Stapleton, Paul (1987), Writing Research Papers: An Easy Guide for Non-Native-
English Speakers, Australian Center for International Agricultural Research,
Canberra
Stevens, Michael (1998), Daha İyi Nasıl Sorun Çözümleme, trans. Ali Öimen,
İstanbul, Timaş Yayınları
120
Yin, R. (1993), Applications of Case Study Research, Newbury Park, Sage
White, Brian (1991), Studying for Science: A guide to information, communication
and study techniques, E&F.N. SPON, London
121