Writing the Literature Review

The purpose of this book is to help you write your next literature review. This is true whether you are crafting one for an undergraduate midterm paper, a doctoral dissertation, or working on your first manuscript for a peer review publication. For years, as professors we have read the best and worst of what students have written in our classes. We have witnessed in a handful of instances, undergraduate writers write more masterfully than doctoral students. We have witnessed doctoral students write first year papers which were ready for publication. And of course, the opposite is true. This begs, the question - what makes a student a good writing. Our hope is to answer that question in our textbook designed for you the student. Good writing comes down to practice, but having a guiding framework will be helpful as you begin your next paper. This book serves as a guide for how literature reviews are written in upper-level business courses, but the core advice and direction applies to most other disciplines. We organize the book into several sections designed to walk with you every step of the way as you write your next literature review. Importantly, we begin by describing the purpose of the literature review, and provide its use in the greater historical context of the scientific process. Second, we provide a guide on how to conduct the literature review itself, followed by detailed dissections of two types of literature reviews. Finally, we close with how to improve your command of academic writing and practical tips on how to evolve into a more complete writer.https://scholars.fhsu.edu/all_oer/1007/thumbnail.jp

Strategies for a Successful PhD Program: Words of Wisdom From the \u3cem\u3eWJNR\u3c/em\u3e Editorial Board

Nursing doctoral programs prepare students for research-focused careers within academic settings. The purpose of this Editorial Board Special Article is to provide PhD students and advisors with suggestions for making the most of their doctoral experience. Editorial Board members provide their individual insights on the skills and attributes students must acquire during the course of their doctoral education in order to succeed. The authors provide practical tips and advice on how to excel in a PhD program, including how to select an advisor and a dissertation committee, the importance of attending conferences to increase visibility and develop a network of colleagues, presenting and publishing research while still a student, and balancing work and personal life. Students who take full advantage of the opportunities available to them during the course of their doctoral programs will graduate well prepared to take on the multiple responsibilities of research, teaching, and leadership

Supplementary skills guides for built environment researchers

Deepening specialised knowledge-base and wider skills of researchers in a wider variety of disciplines are prerequisite for developing successful leadership in higher education, the public sector and industry. In response to this repeated calls for enhancing supplementary skills of the built environment researchers, TG53 (Postgraduate Research Training in Building and Construction) initiated steps to develop and nurture understanding of supplementary skills and providing a common frame of reference for use and further discourse and has developed 6 good practice examples highlighting skills for researchers within the built environment. Accordingly, this TG53 publication is in response to the repeated calls for enhancing supplementary skills of the built environment researchers

Report Writing (or a few useful things about writing)

Lecture Slides on the topic of report writing which incorporate a few in class activities. These slides deal with IEEE format referencing.Also briefly discusses academic integrity

Evaluation of phylogenetic reconstruction methods using bacterial whole genomes: a simulation based study

Background: Phylogenetic reconstruction is a necessary first step in many analyses which use whole genome sequence data from bacterial populations. There are many available methods to infer phylogenies, and these have various advantages and disadvantages, but few unbiased comparisons of the range of approaches have been made. Methods: We simulated data from a defined "true tree" using a realistic evolutionary model. We built phylogenies from this data using a range of methods, and compared reconstructed trees to the true tree using two measures, noting the computational time needed for different phylogenetic reconstructions. We also used real data from Streptococcus pneumoniae alignments to compare individual core gene trees to a core genome tree. Results: We found that, as expected, maximum likelihood trees from good quality alignments were the most accurate, but also the most computationally intensive. Using less accurate phylogenetic reconstruction methods, we were able to obtain results of comparable accuracy; we found that approximate results can rapidly be obtained using genetic distance based methods. In real data we found that highly conserved core genes, such as those involved in translation, gave an inaccurate tree topology, whereas genes involved in recombination events gave inaccurate branch lengths. We also show a tree-of-trees, relating the results of different phylogenetic reconstructions to each other. Conclusions: We recommend three approaches, depending on requirements for accuracy and computational time. Quicker approaches that do not perform full maximum likelihood optimisation may be useful for many analyses requiring a phylogeny, as generating a high quality input alignment is likely to be the major limiting factor of accurate tree topology. We have publicly released our simulated data and code to enable further comparisons

Guide for conducting research in applied linguistics

La investigación ha sido una de las áreas más importantes en educación; no solo contribuye a encontrar soluciones a los problemas educativos que surgen en la enseñanza y el aprendizaje, impactando así la realidad del contexto inmediato, sino que también valida la concepción de la resolución de problemas y el pensamiento crítico al desencadenar el desarrollo de hábitos de pensamiento lógico. Este proyecto trata sobre cómo llevar a cabo una investigación cualitativa a través de un manual que sirve como guía para investigadores novatos en el área de las ciencias sociales. Este manual surgió de la necesidad de guiar y capacitar a los estudiantes como un medio para diseñar sus propios proyectos de investigación sobre un tema de interés personal en el campo de la lingüística aplicada. Alternativamente, el manual también busca proporcionar herramientas que ayuden a los estudiantes a optimizar el tiempo aumentando el trabajo autónomo y minimizando la dependencia de otros profesores o investigadores. Por lo tanto, se abordan todas las secciones del proceso de investigación: desde el planteamiento del problema, las preguntas de investigación hasta la recopilación, análisis e interpretación de datos. En cada sección, el alumno novato encontrará en este texto la forma de estructurar la sección y el significado de la sección, las pautas para escribir la sección, consejos sobre qué evitar, consejos sobre qué considerar, así como una muestra en el final de cada sección. Esperamos que este manual ayude a un proyecto de investigación exitoso

Progression skills module 2: Getting ahead in learning

Progression skills modules are designed to support schools in delivering practical pupil workshops to help focus gifted and talented (G&T) or potential G&T pupils to aim high and achieve their best. This module explores the link between higher-order thinking and top examination grades. The module considers aspects of critical thinking and academic language and links this to examination skills. Pupils are enabled to begin to plan for success. Comprises: teacher notes, slide presentation, & pupil handouts

Twelve tips to teaching (legal and ethical aspects of) research ethics/responsible conduct of research

Teaching research ethics is a requirement within modern health science, nursing and medical curricula. We have drawn on our experience of designing, developing and integrating the teaching of research ethics in a new, fully integrated medical school curriculum, delivered using Problem Based Learning and the recent literature relating to the teaching of research ethics to produce the following 12 Top Tips designed to encourage readers to seek opportunities to embed this teaching within a variety of curricula