@@ -146,58 +146,41 @@ Understanding and presenting the state-of-the-art is crucial to the quality of y
The state-of-the-art cites lots of literature, with short written summaries that places the literature into context of your thesis. The literature cited should mostly be peer-reviewed papers, with other sources also allowed (e.g. preprints, websites) if deemed important and trustworthy. The state-of-the-art is written in the past tense.\\
\subsection{Research Questions vs. Hypothesis}
The thesis work should be centered around a research question, or if the area is already quite advanced then a hypothesis.
\begin{itemize}
\item Research Questions: allow for a wide variety of outcomes
\item Research Hypothesis: usually allows for a narrow set of outcomes
\end{itemize}
A well formulated question or hypothesis will \textbf{greatly help you focus} your efforts during your thesis, and \textbf{provide a clear direction} for writing your thesis.
The thesis should be centered around a research question, or a hypothesis if the area is already very advanced. A research question is easier to create since it allows for a wide variety of outcomes, while a hypothesis usually allows only a narrow outcome. A \textbf{well formulated question or hypothesis} will \textbf{greatly help you focus} your efforts during your thesis, and \textbf{provide a clear direction} for writing your thesis.
\subsubsection{Research Question}
A research question
\begin{itemize}
\item is used when little work (knowledge) exists or
\item is used when there is a contradiction within the literature
\item does not state how variables will be related (correlated)
\item is \textbf{inquisitive} in nature
\end{itemize}
\noindent\textbf{Example}: \textcolor{HBRS}{``What effect does being able to read English well have on a student's grade?''}\\
A research question can be created a) when little work (i.e. knowledge) exists, or when there is a contradiction within the literature. It does not state how variables (features) will be related (i.e. correlated) to each other.\\
\noindent Ultimately, the research question should %\cite{ChinO2008}
\noindent Ultimately, the research question should \cite{ChinO2008}
\begin{itemize}
\item be built upon some level of existing knowledge
\item generate new knowledge
\item be exploratory
\item have initial predictions
\item generate new questions
\item generate new solutions
\item be built upon some level of existing knowledge,
\item generate new knowledge,
\item be exploratory,
\item have initial predictions,
\item generate new questions,
\item generate new solutions, and
\item initiate a process for future hypothesizing
\end{itemize}
\paragraph{Types of research questions}\mbox{}
\paragraph{Research Question Types and Examples}\mbox{}
\begin{itemize}
\item\textbf{Factual} - look for causal relationships and describe them\\
(e.g. \textcolor{HBRS}{``Which fuel additive results in the most horsepower?''})
\item\textbf{Comparative} - these identify at least two alternatives to a situation and compare them with what actual happens\\
(e.g. \textcolor{HBRS}{``Does bioethanol produce less greenhouse gas than diesel?''})
\item\textbf{Predictive} - constructing ``scenarios'' of how something might occur\\
(e.g. \textcolor{HBRS}{``Will molecule X be a strong protein binder?''})
\item\textbf{Problem solving} - propose solutions to existing problems\\
(e.g. \textcolor{HBRS}{``Does the use of a cover reduce evaporation from swimming pools?''})
\item\textbf{Paradoxical} - explore an apparently contradictory situation to make a suggestion for resolving the contradiction\\
(e.g. \textcolor{HBRS}{``How can we fertilize crops without creating algal blooms?''})
\item\textbf{Relationship} - if (and how) things are related to one another\\
(e.g. \textcolor{HBRS}{``Are X and Y related?''}, \textcolor{HBRS}{``What is correlated with X?''}, and\textcolor{HBRS}{\\``What causes X?''})
\item\textbf{Causality} - pushing the correlation concept further\\
(e.g. \textcolor{HBRS}{``Does X cause more Y under one condition than another?''})
\item\textbf{Solution Creation and/or Refinement} - propose a solution to an existing problem\\
(e.g. \textcolor{HBRS}{``What is an effective way to achieve X?''} and\\\textcolor{HBRS}{``Can we improve upon the way X is done?''})
\item\textbf{Factual} - look for causal relationships and describe them\\
e.g. \textcolor{HBRS}{``Which fuel additive results in the most horsepower?''}
\item\textbf{Comparative} - these identify at least two alternatives to a situation and compare them with what actual happens\\
e.g. \textcolor{HBRS}{``Does bioethanol produce less greenhouse gas than diesel?''}
\item\textbf{Predictive} - constructing ``scenarios'' of how something might occur\\
e.g. \textcolor{HBRS}{``Will molecule X be a strong protein binder?''}
\item\textbf{Problem solving} - propose solutions to existing problems\\
e.g. \textcolor{HBRS}{``Does the use of a cover reduce evaporation from swimming pools?''}
\item\textbf{Paradoxical} - explore an apparently contradictory situation to make a suggestion for resolving the contradiction\\
e.g. \textcolor{HBRS}{``How can we fertilize crops without creating algal blooms?''}
\item\textbf{Relationship} - if (and how) things are related to one another\\
e.g. \textcolor{HBRS}{``Are X and Y related?''}, \textcolor{HBRS}{``What is correlated with X?''}, and\textcolor{HBRS}{\\``What causes X?''}
\item\textbf{Causality} - pushing the correlation concept further\\
e.g. \textcolor{HBRS}{``Does X cause more Y under one condition than another?''}
\item\textbf{Solution Creation and/or Refinement} - propose a solution to an existing problem\\
e.g. \textcolor{HBRS}{``What is an effective way to achieve X?''} and\textcolor{HBRS}{``Can we improve upon the way X is done?''}
\end{itemize}
% {\credit{Adapted from \url{https://www.scribd.com/document/358783254/Researchable-questions-and-Right-Answers-Activity}}} %\bibentry{Univ_Queensland_research_question
% \cite{Feldt2010}}
\paragraph{Examples and how to improve}\mbox{}
\begin{itemize}
...
...
@@ -207,67 +190,33 @@ A research question
\item Too objective: \textcolor{HBRS}{``How much time do young children spend doing physical activity per day?''} (What is the data going to say?)
\item More subjective: \textcolor{HBRS}{``What is the relationship between physical activity levels and childhood obesity?''} (Correlation)
\end{itemize}
% {\credit{Adapted from https://cirt.gcu.edu/research/developmentresources/tutorials/question}}
See also \url{https://cirt.gcu.edu/research/developmentresources/tutorials/question} for additional example of improving research questions.
\subsubsection{Hypothesis}
A hypothesis
\begin{itemize}
\item is used when a large body of work already exists
\item usually makes a \textbf{prediction} of the relationship between two variables
\item are considered to be more precise than a research question
\end{itemize}
A hypothesis is used when a large body of work already exists. It is formed you want to a) makes a \textbf{prediction} of the relationship between two variables, or b) proposed an explanation for an observation (i.e. a phenomenon). Consequently, a hypothesis provides a bridge between \textit{theory}, \textit{observables} and \textit{practice}. It is formulated as a statement, not a question.
\noindent\textbf{Example}: ``Reading English is positively correlated with a student's grade.''
\item It is considered more ``scientific'' (i.e. it must be testable)
\item Must be a statement
\item Provides a bridge between \textit{theory}, \textit{observables} and \textit{practice}
\begin{itemize}
\item How variables (theory) affect (i.e. influences) an observable
\item Perform experiments that test the theory (practice)
\end{itemize}
\item Not good: \textcolor{HBRS}{``Device X will perform better than all other devices.''}
\item Not good: \textcolor{HBRS}{``Device X will help to discover the reason for Y.''}
\item Better: \textcolor{HBRS}{``Device X, in the process of Y, will help doctors perform Z more efficiently and with higher success rates than M.''}
\item Good: \textcolor{HBRS}{``A robotic hand can be designed and fabricated that will mimic the natural hand with sufficient accuracy to perform more delicate error-free surgeries.''}
\end{itemize}
\paragraph{Hypothesis examples}\mbox{}
\begin{description}
\item [\textbf{\textcolor{HBRS}{Not too good}}] Device X will perform better than all other devices.
\item [\textbf{\textcolor{HBRS}{Not too good}}] Device X will help to discover some underlying aspect of something.
\item [\textbf{\textcolor{HBRS}{Better}}] Device X in the process of Y will help doctors perform Z more rapidly, with higher success rates than M.
\item [\textbf{\textcolor{HBRS}{Good}}] A robotic hand can be designed and fabricated that will mimic the natural hand with sufficient accuracy to perform more delicate error-free surgeries.
\end{description}
% {\credit{\bibentry{Antonsson1987}}}
\paragraph{Hypothesis example - improving it}\mbox{}
\begin{description}
\item [\textbf{\textcolor{HBRS}{Poor}}] ``Water levels affect the amount of lice suffered by rainbow trout.''
\begin{itemize}
\item No guidance towards how to design the research \vfill
\end{itemize}
\item [\textbf{\textcolor{HBRS}{Better}}] ``Rainbow trout suffer more lice when water levels are low.''
\begin{itemize}
\item Some direction, but not really testable \vfill
\end{itemize}
\item [\textbf{\textcolor{HBRS}{Best}}] ``Rainbow trout suffer more lice in low water conditions because there is less oxygen in the water.''
\paragraph{An Example for Improving a Hypothesis}\mbox{}
\begin{itemize}
\item Poor - no guidance towards how to design the research: \textcolor{HBRS}{``Water levels affect the amount of lice suffered by rainbow trout.''}
\item Better - some direction, but not really testable: \textcolor{HBRS}{``Rainbow trout suffer more lice when water levels are low.''}
\item Best - establishes variables that are testable: \textcolor{HBRS}{``Rainbow trout suffer more lice in low water conditions because there is less oxygen in the water.''}
\end{itemize}
Source of examples: \url{https://explorable.com/how-to-write-a-hypothesis}.
\bigskip
\par\noindent\rule{\textwidth}{1.2pt}
% Below are some helpful examples for you to refer to
\paragraph{Examples for Citations}\mbox{}\\
\subsection{Citations Examples}
%% Indirect and short direct quotations.
A sentence with one citation \citep{sublime}. An example of a sentence with two citations \citep{Jones2013, MilaniSRCL2009}. This is how one would cite a reference with its page numbers \citep[pp. 35-40]{Becker2008}. This is an example with reference number and chapter \citep[Chap.~2]{R-base}. One can also refer the reader to more information \citep[see][]{Smith2016}. ``This is a quoate example'' \citep{Jones2013b}. A block quote can be given in the following manner:
...
...
@@ -611,6 +560,58 @@ In this section you can add additional information, helpful scripts/code, tables
% \chapter{Appendix Topic B Title} %% Use if needed
\section{Self-Assessment}
When you are done with your initial version of each section, perform a self-assessment of your work \cite{Goel2012}.
\paragraph{Reflecting Upon Your Research Question / Hypothesis (Introduction)}\mbox{}
\begin{enumerate}
\item What problem did you try to solve?
\item Why is this problem significant and relevant in a larger context?
\item Have you checked the feasibility of success?
\item Have you considered the current state-of-the-art?
\item Have you surveyed and critiqued existing solution to this problem?
\end{enumerate}
\paragraph{Reflecting Upon Your Methodology}\mbox{}
\begin{enumerate}
\item Is the methodology state-of-the-art techniques, or used older techniques applied in a novel way?
\item What is the justification behind the workflow's design?
\item Is the workflow describe enough to be reproduced from scratch?
\end{enumerate}
\paragraph{Reflecting Upon Your Results}\mbox{}
\begin{enumerate}
\item What are the main results?
\item How reliable are the results? Have you validated your results and claims?
\item Are the data results statistically valid, and thus being able to make trustworthy interpretations?
\item Analytically: Have you checked the theoretical consistency?
\item Have you considered the data that does not support your interpretations?
\end{enumerate}
\paragraph{Reflecting Upon Your Discussion and Conclusion}\mbox{}
\begin{enumerate}
\item What assumptions were made in the study, and consequently sources of error might there be?
\item What were the main challenges?
\item How did you address these challenges?
\item How does the data and their interpretations compare to existing data and approaches (e.g. peer-reviewed papers)?
\item In what way is your solution approach is better than other existing approaches?
\item Have you considered contradictory theories, if any?
\item What mistakes did you make with respect to your research method?
\item If you were to start again, how would you modify the method?
\item What would be the next steps for future research as extension of (or improving) your thesis research?
\end{enumerate}
\paragraph{Reflecting Upon Your Overall Writing}\mbox{}
\begin{enumerate}
\item Are existing knowledge and ideas been fully and clearly cited and thus, avoiding intellectual plagiarism?
\item Is research question/hypothesis clearly stated?
\item Is the overall thesis and each part structured, presented, and interlinked properly?
\item Do all figures and tables have captions?
\item Does the thesis/report title and abstract convey the essence of problem and solution approach?
\item Have the work been carefully checked for spelling, grammar and punctuation mistakes?
\item Are the references consistently and correctly formatted?
