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In your results and discussion: ° The results and discussion sections are usually combined proven extra super lovevitra 100mg. However, you must show enough data in the main part of your paper to demonstrate your findings. This is a fundamental difference between quantitative and qualitative research. For instance, a student researcher might select fellow students to take part in his or her study. Make a clear distinction between your original ideas and those of other re searchers. For instance, you need to provide a reference with a small amount of information if you are replicating another experiment. You may lose a considerable amount of marks or be failed if it is considered that you are presenting another researcher’s work as your own. See Chapter 12 ‘Dissertations’ for information on how to present references. You will also need to check your institution’s guidelines on the expected format of refer encing. How to display numerical data Use visual displays to present your numerical data. These will make it eas ier for your reader to understand your results, recognise trends and identify patterns within the data. Tables Tables can show either a complete record of your original data or a sum mary of essential information. They are a useful way of presenting com plex data especially when it is repetitive in nature. Tables help to organise information and illustrate patterns for the reader. For example, a table might be used to provide a summary of information about your research subjects. RESEARCH PROJECTS 211 Graphs Graphs are a simple but effective way to represent your data.
The pediatrician cheap extra super lovevitra 100mg fast delivery, who at first thought he was looking at a stomach virus, soon became concerned with the chronicity of the symptoms. This specialist eliminated all the usual causes of diarrhea in children including E. He ruled out parasites like giardia and cryptosporidium and even rotavirus. He had David’s blood tested for hemolytic-uremic syndrome, which was nega- tive, and as a last resort ordered a series of upper and lower gastrointestinal tests to rule out anything more serious. When all of these tests turned out negative, he suggested David should see an allergist to determine if there were any food allergies. The pediatric allergist guessed David might be allergic to the milk he so adored because his symptoms were a common indication of a milk allergy. She performed a number of tests that revealed that David had devel- oped an allergy to milk and milk products. The allergist told Hilary that once she eliminated these products from her son’s diet, his gastrointestinal symptoms would most probably disappear. Hilary followed the doctor’s orders, and interestingly enough, while David’s runny nose stopped, the stomachaches and diarrhea did not. Her son had suffered enough; first with the tooth decay and now for almost a year with stomachaches and diarrhea. Rosenbaum and passed along a copy of the Eight Steps to Self-Diagnosis for Hilary to do on David’s behalf. Using this model, Hilary was actually able to solve David’s problem all on her own. She paid particu- lar attention to the timing of his symptoms in Step One. Every time David complained of a stomachache or had a bout of diarrhea, she tried to deter- mine what had happened immediately before and whether there was a rela- tionship. She instructed David to do the same thing himself when he was at school.
How you use the handout in your teaching is a crucial matter generic extra super lovevitra 100 mg mastercard, We suggest that your students’ attention be directed to the handout by discussing a particular 180 definition, reading through a brief list of points with students, or asking them to fill in some part of it with additional information. If your students have to use the handout in the teaching session, it is likely that they will remember it and not simply file it away to be forgotten. Prescribed reading Prescribed reading of textbooks and journals is another matter that warrants your careful attention. Some teachers swamp their students with lists of books and articles to be read and give little thought to how students might manage the task. If you want the students to undertake some reading, then consider the following points: What are students expected to achieve by undertaking the reading? Will the recommended reading be readily available in libraries, through bookshops, or on the Web? PUBLISHING MATERIAL ON THE WORLD WIDE WEB Preparing and publishing your own material on the Web should not be too difficult a task, particularly if you can enlist the assistance of locally available expertise to get you through the main technical issues. If you cannot locate such direct assistance then we suggest you either visit your local bookshop or computer retailer for the most recent books and software on the topic or seek advice on a current Web site for on-line help, As the ‘Internet revolution’ matures the tools you need are becoming simpler. All you will need is a computer with a connection to the Internet and a ‘web browser’, which is the software that allows you to navigate through the different sites on the Web. The drawbacks are that some formatting may be lost and some punctuation marks altered. You also miss out on using more versatile Web building tools that can offer greater options (images, page colour, links to other sites etc) and thereby influence the way you may wish to present your material. Another option for preparing your work for the Web is to access free on-line Web page builders available from sites such as Geocities (www.
