Importance of Partnerships Essay Example for Free

Importance of Partnerships Essay The term partnership entails the joining of two entities or corporations of people or organizations with the unique intention of achieving much better results of the intended goals through combination of effort and other related resources. Indeed the general perception of partnership has evolved as a very central theme in the field of policy making since other fields such as social care, health matters, environment, urban generals, fighting and combating crime and terrorism, performing criminal activities and biotechnology continues to embrace partnership (Ling 2002, pp. 615-642). Partnership is also highlighted in the modernization of the various social services in Europe and in other parts of the world (Miller Ahmad 2000). Various issues relate to the concept of partnership. The diversity in the nature of partnerships being formed all over the world requires special attention to be accorded to a number of central issues in the partnership relationships. The major advantages of forming partnership, the challenges that relate to this kind of relationship and the best way in which the partnerships would best be dissolved have been addressed in this paper. However, the continued lack of a definite definition of partnership has made it have a lot of ambiguity in a number of sectors. According to Nicolus (2003), such an approach is mainly with reference to the relationship that should be natured in such a relationship (Miller Ahmad 2000; Solidarity with the Women, 1990). Partnership and Mother Care Due to the complex nature of partnerships, the relationship between partners and that of the child and the mother is best done to define the term and to ensure utmost relationship between the partners best understood to fully suit the market need in business and other spheres of life. The nature and history of early partnership help understand a number of issues that relate to the relationship between the partners. This is indeed best explained by the concept of the Early Years of Development and the various existing Child Car Partnerships in the world (EYDCP). These critically help to analyze the actual partnerships that are in actual existence (Powell 2009). The inadequate concepts developed on the working of the partnerships and the arguments on whether or not EYDCPs actually work and the overall meaning raises a number of concerns. The origin of partnership is not necessary based on the business conceptualizations that target to ensure efficient and effective utilization of resources. However, the need to win wars based either on countries, similar interest or to increase territorial boundaries and powers made the need to corporate and work in groups inevitable. Partnership is therefore not a criticism for differentiation (Maddock 2000). It is engraved in the response for fragmentation recognizes the differentiation and lack of compensation based on well understood relationship structures. The potentiality of the collaborators partners in a relationship assumes a natural perspective. In the mother – child relationship, it is almost automatic that the two depend on one another for a number of things which need to be satisfied if the relationship has to grow and become much stronger with time. Initially, one of the partners says the mother mainly benefits the child through breast feeding and offering security (McLaughlin 2008, pp. 82-101). However, as time progresses, the relationship become mutual and the child starts benefiting the mother through the assistance in performing various tasks. In a partnership, it is therefore very evident that knowledge, ideas and other necessary resources are exchanged based on the mutual agreement that may also be based on the pre-set rules and regulations. Partnerships offer partners the desired chance to influence one another and where possibly behave in as if they were one entity. The behaviors are in normally in ways in which the actions can if possible become more aligned thus allowing partners to fully or partially attain their own goals and those of the partnership in the most economical and cost effective manner. EYDCPs could therefore be described as a compulsory partnership based on the nature of its operation and structure of distribution of powers and other resources. In the research carried out on EYDCP nature of operation and other related matters, it is evident that the local authority education system staff had the view that its inactive and dormant members should be disqualified from the partnership (Ling 2002; Lossky Stransky 2002). This explains the fact that even from the traditional strategic cooperation point of view, the need to maintain constant consultation, sharing of information and other resources is very fundamental in any form of partnership all over the world. If that does not happen, then the continuity of the relationship becomes either technically possible or redundant hence the need to terminate the relationship. It is evident that traditionally, some partnerships have been purely based on the resolution of conflicts and ensuring that peace, stability and cohesiveness thrives. In some partnership relationships, the whole partnership is normally about various conflicts of interest, regarding the partner’s who gets the money first, who bears largest losses and the manner in which authority is controlled. Partnership Definition and Its Nature The nature of partnership carried out depends on a number of factors. Partnership is the union of people or business entities with an intention of performing certain tasks and achieving certain designed tasks within a given time frame using certain amount of resources. The control of funding of the partnership and the overall control of partnership relationships depends on the manner in which the partnership can be exploited. The major requirements for partnership membership, its core target s, nature of control and ensuring setting up and enhancing monitoring various bodies delegated with the duty to do so is very fundamental (Ling 2000). In organizations which are supported by cash resources, a lot of strict regulations and constant adherence to the regulations is of paramount importance. In the modern partnership relationships, voluntary organizations may even be co-opted and the boundaries between voluntary and statutory activity become redrawn in line with government direction. Partnership working is one way in which the state normally retains and in some way its power over other sectors including the voluntary sector. Partnership Relationships in Reference to Relationship of Dealing with Children Children deserve to be given a lot of attention when dealing with. A lot of caution in terms of the tone used when talking to them, the manner in which their problems are solved and the general cool friendly attention they should be accorded is important. This is however a true reflection of how most partnership relationships should be carried out (Gatrell 2002). Listening to children and adequately addressing their issues prepare them for their future lives in which they become better placed to corporate with other people in their future lives. Indeed listening to children also produce better decisions are their various stages of life (Kilm 1997). Even though evidence to prove this argument is very limited in most life sources, it can be argued that habits developed in the early stages of life normally result into the molding of the final products o the mature being with good virtues thus being able to fully adhere to the societal norms. It is generally accepted in life that decisions normally best used by people based on the general knowledge and opinions of those affected and the environment in which they live in. In some instances, the requirements for children also reflect the needs of the partnership in a partnership set-up (Glendinning Rummery 2008, pp. 133-137; Joseph Phillips 2001). This explains the reason why in some partnerships, there are always very strong assumptions made in reference to children; that young people’s views cannot easily be ascertained independently with total disregard of their adults who in most cases are better placed to understand better a number of issues. The healthy being of children and poverty and the social exclusion of children also determine the manner in which children would grow to become responsive potential partners. It is so far evident that even though the outward nature of partnerships is commonly viewed positively, partnership has a lot of downfall which need a lot of attention when initiating the partnership plans. The British government has a clear understanding of the various partnership needs. According to the department of education and employment (1999) the recent policy developments have also put a frame to the definition of partnership with great reference to the attainment of the set goals rather than the general processes followed in formulating the partnership agreements and working procedures. This is also in reference to the modalities of partnership working which should be very clear and easily understood by all partners (Edmund 2007; Gatrell 2002). Areas Where Partnership is Very Crucial The practice of partnership is very crucial in a number of sectors. This practice, even though very important in a number of areas, has proved to be more fundamental in some fields than in others (Denzin 2003). This could be in corporation with from various sectors. The continued needs for corporation in a number of fields elicit the need for adequate analysis in determining the conditions necessary for the partnership. Partnership success is charged in various organizations by the ability of attaining certain set goals. In different organizations, the total outcome and profitability value, collaboration nature, the social and health care programs is very crucial in the success of partnerships. Hospitals and other health sectors are one of the areas in life where partnership is of great importance. In the health care, provision of some medical services is very expensive and some medical units are not better placed to offer certain services. Recruitment and employment of medical staff on a permanent basis is also sometime very costly. Surgeons for instance are also very expensive to employ on a permanent basis. This calls for the need to partner with other medical services and hospitals so as to hire these personnel when need arises (Craig Taylor 2002). Denzin (1998) believes that a partnership is very fundamental, sensitive and thus the need to keep a close watch on the issues related to the relationships. Research in the medical field on the medication of some diseases is normally carried out in partnership with other medical organizations in order to ensure faster discovery of the medical treatment for certain diseases. Hospitals that venture in the provision of sensitive services and medical-care require that partnership be enhanced. This ensures sharing of sensitive information and research results. The partnership that enhances the general reduction of operational costs in the health sector that resulting in the overall reduction of the cost of medical services. Moreover, banking industry, security departments and most transport sectors such as airlines participate in partnerships (Clarke Glendinning 2002). The partnerships, like in the medical industry, ensures that sensitive yet very vital information is exchanged to also to man and adequately address challenges related to their sector.

Art - A Culturally Constructed Myth :: American Culture Essays

Art - A Culturally Constructed Myth The development of semiotics in the 20th century revealed much about ideology in mass culture. Structuralist Roland Barthes' texts on the matter are very much products of their times, yet many still have a troubling modern-day relevance. Barthes' Mythologies demonstrates the possibilty to find meaning through the 'trivia' of everyday life. He claims to want to challenge the 'innoncence' and 'naturalness' of cultural texts and practices, as they are capable of producing a multitude of supplementary meanings, or 'connotations'. Although objects, gestures and practices have a certain utilitarian function, they are not resistant to the imposition of meaning. Barthes wants to suspend consideration of function, and concentrate rather on what things mean and how they function as signs. Mythologies is a study of the ways in which mass culture constructs this mythological reality and encourages conformity to its own values. Barthes' analysis of signs reveals that there are very few 'innoncent' objects, that almost everything is 'coded' (assigned meaning). Barthes arrives at this conclusion based on his theory of myth: that a form (expanded from Saussure's sound-image, which was limited to linguistics) and a concept create mythologies: sign systems that render one dominant meaning (or 'signification'). For the receiver, this signification arrives automatically and smoothly, thus seemingly denying the intentional re-coding. Barthes believes that this constant creation of myth is how a culture invents its beliefs and narratives, and is able to find meaning in the world. This premise draws a particular parallel in our contemporary society: for it is my hypothesis that our culture now locates meaning through mythological art (whether fine, commercial, popular, industrial etc.). Has art truly become myth? In order to 'read' or deconstruct myth, Barthes suggests, one must (1) accept the myth as a cultural construction, thus emptying its meaning; (2) rear the myth as full, identifying all possible signs and significations; and finally (3) recognize the signifier as both empty and full, capable of signifying many things, yet with only one clear, dominant meaning. It is my argument that such a deconstruction can render art as myth. Having realized art as a structured cultural phenomenon, and having emptied its direct and apparent meaning, it is possible to identify all its possible significations. Interestingly enough, I find that art reveals many diametrically opposed significations: expression and oppression, bias and acceptance, individual and society, creativity and confinement, and freedom and convention, among others. Art signifies the de-politicization of our culture, for even the most political of pieces cease to cause a stir among the masses.

Bathsheba and Farmer Boldwood Essay

How does Hardy present the idea ‘the pain of love’ in his depiction of the relationships between Bathsheba Everdene and Sergeant Troy, and Bathsheba and Farmer Boldwood? Thomas Hardy, born in 1840, divided his works into character and environment, romance and fantasies and novels of ingenuity, in which case Far from the Madding Crowd is in the first category. The original works were in the form of a series in the Cornhill magazine, which was so successful he was able to give up his job (as an architect) and devote his time entirely to writing. Hardy is known for his controversial novels such as Jude the Obscure, but his best work is the world renowned Far From the Madding Crowd, which expresses the journey of Bathsheba Everdene and her loyal farmer, Gabriel Oak, who encounter love but at the terrible price of death and despair. This, perhaps reflecting the tragic loss of his own wife in 1912, sixteen years before his own death, in 1928. Bathsheba and Sergeant Troy’s first meeting outside the Fir Plantation, Troy flirts and compliments Bathsheba, by taking more time then is necessary to untie the knot that binds them. Bathsheba, however she appears to be quite uncivilized towards him, â€Å"Thank you for the sight of such a beautiful face! He said. ‘Twas unwillingly shown† she replied, stiffly. This unkind manner attracts Troy to her and ignites a relationship between them, where Troy’s flirtatious and dishonest ways, already expressed in their first meeting, are destined to destroy it. Troy’s display of swordsmanship in Chapter 28, indicates another example of the pain of love, in which Bathsheba must sacrifice her own safety to be with Sergeant Troy. Though Bathsheba, at first, oblivious to her near death, due to her believing Troy’s lie that the sword was blunt. Though Bathsheba does not object to him kissing her at the end of the chapter, after being made aware of his dishonesty. The relationship of Bathsheba and Troy, already beginning to fail due to Troy’s insensitive and lying persona, is made no easier by Fanny’s part in their lives. Ironically, it was her mistake, which brought together Bathsheba and Troy in the first place, unintentionally, and, unknowingly aided in the downfall of Bathsheba and Troy’s relationship. For example, when Fanny meets Troy, though by accident, Troy tries to convince Bathsheba she is unknown to him, however Bathsheba begins to have doubts, especially after seeing a lock of hair in his watch, that was not hers. The argument that followed the discovery of the hair also lead to Troy leaving Bathsheba, to secretly meet with Fanny, and the next time she hears of Troy he is assumed dead. This expresses Hardy’s pain of love theory exactly, for Bathsheba who fell so quickly in love with Troy, and married him soon after, now expresses little feeling towards him leaving. For example, in chapter 48, `Bathsheba underwent the enlargement of her husband’s absence, from hours to days, with a slight feeling of surprise and relief, yet neither sensation rose †¦ `. Soon after the discovery of Troy’s apparent death, Boldwood immediately steps onto the scene to offer his hand in marriage. The first time Bathsheba saw Boldwood was at the market, however Boldwood did not pay attention to her presence, unlike all the other men. Bathsheba’s vanity, encouraged by Liddy, caused her to send a Valentine to Boldwood in the attempt to get him to notice her and partly as a joke, with the accidental seal of â€Å"Marry Me†. Boldwood, having received the Valentine, become besotted with Bathsheba and soon called on her to accept the invitation of marriage. Though the answer of course was not what he expected. â€Å"I didn’t know†¦ I ought never to have dreamt of sending that valentine – forgive me, sir – it was a wanton thing which no woman with any self respect should have done. If you will only pardon my thoughtlessness†¦ † Farmer Boldwood replied†¦ â€Å"No, no, no. Don’t say thoughtlessness! †¦ You torture me to say it was done out of thoughtlessness†¦ This outburst again shows the reader that Hardy can express the theme `the pain of love` so vividly. However, Boldwood does not stop and continues to express his want to have her. For example, â€Å"I may think of you? Yes, I suppose you may And hope to obtain you? No – do not hope! Let us go on†. This obsessiveness driven by the act of Bathsheba’s valentine proposes another effect of love. At the end of chapter 19, Hardy tells us that Boldwood is almost spellbound by Bathsheba and by her leaving, he comes out of this stupor, â€Å"like the pain of a wound†¦ † Another of Hardy’s pain of love themes. Boldwood’s appearances from then on are stopped due to the arrival of Troy, who Boldwood at once is jealous of and wishes to extract him from their (Bathsheba and Boldwood’s) lives. The deal he tries to accomplish with Troy is of course a failure, however it proposes that Boldwood would do (or should I say ‘pay’) so much to expel him, and further expand his relationship with Bathsheba. His love for her, the reader could interpret as, is almost insane and compulsive. This is perfectly described in Chapter 53, where Boldwood begins to talk to himself. â€Å"I hope to God she comes, or this night will be nothing but misery to me! O my darling, my darling, why do you keep me in suspense like this? † However that is not the most important part of the chapter because of course this is the climax to the whole story and the final effects that love can have on somebody. ‘A strange voice came from the fireplace – a voice sounding far off and confined, as if from a dungeon. Hardly a soul recognized the thin tones to be those of Boldwood. Sudden despair had transformed him. ‘ Boldwood, at the realization of the return of Troy, and the conclusion that Bathsheba cannot be his, had the devastating affect of forcing him to take action. In the form of a bullet. Aimed at Troy. His love for Bathsheba perhaps deluded him into it, showing that the pain of love has lead one man to his death and another to the noose. However we know that sentence was not carried out, life imprisonment instead, though in a way just as bad as the loss of life some could argue. Hardy is clearly well adept into conveying the pain of love as a theme, though not the main theme of the story. Hardy presents the idea of ‘the pain of love’ clearly in the two relationships that Bathsheba experiences, even in Oak’s relationship with Bathsheba, his offer of marriage is turned down, and not accepted till the end of the book. Bathsheba’s relationship with Troy and Boldwood differ quite drastically. Boldwood is the calm farmer enticed by Bathsheba, and driven to killing another man. Troy is the dashing sergeant who seduces Bathsheba and causes their marriage to disintegrate due to his lies and deceit. Bathsheba also reacts differently to the two men. To Boldwood she thinks she is not good enough for him, and is almost scared of his persistence- ‘She was frightened as well as agitated by his vehemence’ She also taken aback by Troy, ‘Ah! There was a time Frank, when it would have taken a good many promises to other people to drag you away from me. ‘ She also is now quite sad to be married, preferring the unmarried version of him when it was dashing swordplay and romantic courting and love. However it is not the case with the married Troy, â€Å"What do you regret? † He asked. â€Å"That my romance has come to an end†, she relied. The pain of love that the characters encounter, i. e. Boldwood’s hopeless love for Bathsheba, and Bathsheba’s own foolish love for Troy, and the final act leading to Troy’s (perhaps deserved) death, are all excellently and elaborately depicted by the most English of English novelists, in one of the most English of great English novels.

The Politics of Contemporary Approaches to Shakespeare Essay

Abstract Postmodern performance of Shakespeare, particularity in film, is characterized by a subjective experience within the play not an objective experience from the play. Under postmodernism, Shakespeare undergoes theorizing, deconstruction, displacement or death of the author, textual criticism, and cultural and political relativism but fails to produce solid answers. Postmodern Shakepseare does not offer new meanings but new and more possibilities for contemplating meaning. This fails both the traditionalist who relishes in reviving universal meaning, and the progressive who relishes propagating their political diatribe. Traditionalists can give a sigh of relief that Shakespeare thrives in the postmodern age by way of a growing†¦show more content†¦The controversy of his termination spread beyond the department and up to the university presidents office. Several university law professors questioned constitutional violations against Sakren. The story ran in papers across the stat e, and the populous at large revisited the topic of the widespread rejection of Western literature and thought by secular academia in favor of feminism and multiculturalism. The incident highlights the explosive politics of contemporary approaches to literature. Even a simple examination of two student-written articles on the Sakren case illustrates the deep divide between academically minded people. While a University of Arizona undergraduate described Sakren as determined to fight back against this current of political correctness trend of stamping out timeless classical literature because it is authored by dead, white, European males (Alexander) a University of Southern California undergraduate describes Sakren as one with narrow visions†¦[who] fails to acknowledge and teach†¦differences in experience and voices (Gualvez). The one side fears the loss of Western literature along with all its merits. The other side fears the dominance of white, male history at the cost of minority voices. One side sees the battle as one of historicity and inherent literary merit. The other side sees it as a battle of discrimination. One side looks backward at the traditions of the past. The other side looks forward to the progressionShow MoreRelated Essay on Rewriting History in Henry IV1066 Words   |  5 PagesRewriting History in Henry IV      Ã‚  Ã‚  Ã‚  Ã‚   The master of historiography is, perhaps, Shakespeare as evidenced by his History Plays. Whereas most writers merely borrow from history to fuel their creative fires, Shakespeare goes so far as to rewrite history. 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The Upbringing Of Orphans By Charles Dickens And Jane Eyre

Shane Irani ENG 101 04/09/15 The upbringing of Orphans in a time of social injustice. The 19th century Victorian era contrasted of different social classes; the wealthy, the working and the poor classes, which led to the forms of social order in society. It also encompassed some of the most famous literary works that till today impact the lives of many, and leads readers to wonder about the injustices of the conditions of the orphans. The novels Oliver Twist by Charles Dickens 1838 and Jane Eyre by Charlotte Bronte 1847 depicted much of the 19th century working class and illustrated the treatment of orphans with different socio-economic perspectives. The role of the two orphans in the novels (Oliver and Jane) leads the reader through a maze of experiences, encountering life s threats and grasping its opportunities. The novels show an insight of the two characters with a common childhood who were often treated with disdain and distrust due to the fact that they were born into a poor class, and left within the society that does not seem them fit to be part of their cal iber. Being born as orphans they became victims of the classic Victorian era whereby an orphan is above all a character out of place, forced to make his or her own home in the world. The abandoned children Jane Eyre and Oliver Twist were society’s scapegoat- without a past, without connections, without status. â€Å"The novel itself grew up as a genre representing the efforts of an ordinary individual to

Plato, Augustine, And Machiavelli - 1906 Words

Throughout their writing, Plato, Augustine, and Machiavelli uphold differing opinions on how politically involved one should become. Comparatively, each of the men holds different views on God. In this paper, I argue that their beliefs about God determine what they value and prioritize, therefore influencing how essential they considered politics in order to achieve their ends. Plato seems to prefer very little political involvement, Augustine encourages some participation but with several stipulations, and Machiavelli urges significant political involvement. Plato’s view concerning God would be considered non-conformist as he never outright rejected the standard Athenian view of religion but also presented views that were not widely†¦show more content†¦As Crito urged Socrates to escape, he responds by saying that they must listen â€Å"to what the expert concerning the just and unjust things- to what the one, and truth itself, will say† (Crito 48a6-8). Socrat es was willing to lay down his life rather than act on something before it was properly thought out. He valued the pursuit of justice more than the pursuit of his own life. Later on, he reminds Crito again that â€Å"one must in no way do injustice† (Crito 49b7). Socrates’s uncertain religious beliefs led him to seek out the truth and justice. This pursuit of justice through careful thought and consideration became paramount to Plato’s view on politics. The lack of concrete and defined beliefs regarding the gods or God led Plato and Socrates to be wary of definite actions without proper forethought, specifically in the political realm. Politics can be extremely dangerous for anyone with strongly held beliefs contrary to the majority. Socrates insistence on pursuing justice was at odds with the goal of the city at times. He knew that â€Å"if someone who really fights for the just is going to preserve himself even for a short time, it is necessary for him to lea d a private rather than a public life† (Apol. 32a1-3). It is for this reason that his daimonion opposed his political aspirations. If he had pursued politics he â€Å"would long ago have perished† (Apol. 31d8-9). Political power can have many direShow MoreRelatedPericles Funeral Oration : Plato, Augustine, More, And Machiavelli796 Words   |  4 PagesThe foundations of the views in the world, I believe, came from the ideas of Thucydides, Plato, Augustine, More, and Machiavelli. Their ideals set the foundations for todays society. The ideas of giving all to the state, gender inclusiveness, equal suffering among the good and the wicked, an unattainable city, and how one should gain power altered the world for the better. Thucydides â€Å"Pericles Funeral Oration† is a speech given by Pericles that mainly sanitizes death. 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Explain the type of problem that is addressed by philosophers. 2. Explain how ethical norms help address ethical issues that arise in accountancy. 3. Contrast the views of Mills, Machiavelli and Kant. 4. Describe what is meant by a social contract. 5. Analyze a given situation and tell why it would be appropriate or inappropriate to lie. 6. Explain the views of Kierkegaard and contrast him from other existentialistsRead MoreLiterary Masterpieces Matrix1186 Words   |  5 Pages | | | |death all eternal themes. | | | |Classical Literature |Plato’s apology |The apology is written in |Roman’s is also a defense|Plato is clearly influenced| | |thematically focuses on |plain words and presents a|of Paul’s credentials as |heavily by the life, times | | |the meaning of life and |courtroom/debate scenario |an apostleRead MoreHow Does Realism And Idealism Affect Our International Political Landscape?1275 Words   |  6 Pagesconsistently over time. 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Before humanism and individualis m people believed their lives were predetermined and it was onlyRead Morehistory of philosophy5031 Words   |  21 PagesWestern philosophy[edit] Western philosophy  has a long history, conventionally divided into four large eras - the Ancient, Medieval, Modern, and Contemporary. The Ancient era runs through the fall of Rome and includes the Greek philosophers such as  Plato  and  Aristotle. The Medieval period runs until roughly the late 15th century and the  Renaissance. The Modern is a word with more varied use, which includes everything from Post-Medieval through the specific period up to the 20th century. ContemporaryRead MoreBroken Family3761 Words   |  16 PagesMain interests: Epistemology, ethics Notable idea: SocraticMethod, Socratic irony Influenced: Most subsequent Western philosophy; more specifically, Plato, Aristotle, Aristippus, Antisthenes Spouse:Xanthippe Children:Menexenus, Lamprocles, Sophroniscus Aristotle Philosopher Aristotle was a Greek philosopher and polymath, a student of Plato and teacher of Alexander the Great â€Å"Personal background† Born: 384 BC Stagira, Chalcidice Died: 322 BC (aged 61 or 62) Euboea Nationality: Greek Era:

Writing Report Sampling Free Essays

2013 [ A Guide to Report Writing ] CONTENTS Page 1. 2 INTRODUCTION PREPARATION 2. 1 2. We will write a custom essay sample on Writing Report: Sampling or any similar topic only for you Order Now 2 2. 3 2. 4 3 1 2 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2 Purpose †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 Planning †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 Research †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 CONTENTS OF A REPORT 3. 1 3. 2 3. 3 3. 4 3. 5 3. 6 3. 7 3. 8 3. 9 3. 10 3. 11 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 Title Page †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 Contents Page †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 The Summary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ The Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 The Main Body of the Text †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 The Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 Appendices †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Word Limits †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 Word/Page Guides †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 7 4 STRUCTURE AND CLARITY 4. 1 4. 2 4. 3 Introduction†¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 Structure: Unity and Sequence †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 Clarity: the use of signposts †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 5 STYLE 5. 1 5. 2 5. 3 5. 4 5. 5 5. 6 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 10 Words and Sentences †¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 Tense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11 Use of Tables and Diagrams †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 11 Presentation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 How to improve your style †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. 11 12 6 DATA PRESENTATION 6. 1 6. 2 6. 3 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 12 Tables or Figures? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 12 The Use of Tables and figures in Reports †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12 14 7 USE OF REFERENCES 7. 1 7. 2 7. 3 7. 4 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 Why Use References? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 15 Citing References in the Text†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 Listing of References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 16 16 REFERENCES 1 INTRODUCTION Effective written communication skills will b e of great importance to you both at College and in your career. The purpose of this document is to help you to develop these skills by acting as a handy reference during the Academic Development module and the rest of your course. Effective written communication depends on adapting your writing to the circumstances, to the nature of the message and, above all, to the requirements of the reader. For this reason, you will need to use many different forms of communication in your career. You may need to write business or technical reports, business letters, memos, instruction manuals and so on. This guide concentrates on only one of these, the technical or business report. However, the principles set out here apply to many other types of communication. The important elements in effective report writing are the planning and general organisation of the report, the structure of the content, the style of writing, the presentation of numerical and graphical data and the use of references. Each of these will be covered in the pages that follow. 1 2 2. 1 PREPARATION Introduction How do you set about writing your report? Before writing the report you must identify the purpose, plan the contents and research the material. 2. 2 Purpose Consider who the report is being written for. A college assignment for the module tutor will be read from cover to cover and will assess your understanding of the subject. However, in industry it is likely that some people won’t have time to read the full report so will only read the summary and conclusions. Therefore you need to assess who the report is written for and what they are going to do with it. Another key point to consider is why you are writing the report. A report should always have a clear objective. Before you start writing ask yourself: why do they want it; what is the purpose; what do they want it to cover; what do they not want it to cover? . 3 Planning Writing reports involves gathering facts. It is essential to start off by brainstorming what you have been asked to do. A simple method of doing this is to write down, in the centre of a plain piece of paper, the most important word or short phrase, then write down any ideas that link to the purpose of the report. (See Mind Mapping Study Guide on Moodle) . 2. 4 Research (a) Preparing to do your research Before looking up references, sketch out the main things that you are looking for. This helps to make the research more purposeful, and can save you going off at a tangent or getting distracted. You will, of course, find out things which change your original outline. (b) Doing the research Take notes from as many different sources as you practically can – books, journals, magazines, internet documents, etc. Useful Tips (1) Write your notes on a separate piece of paper or card index card for each reference. This allows you to sort them out into a logical order later on to match the structure of the report. (2) For each reference, write down full details of author, title, chapter, date, etc. This can save lots of time when you come to write your reference list, as you won’t have to go back to the original documents. Section 7 ) 2 3 3. 1 CONTENTS OF A REPORT Introduction Technical and business reports are normally divided into a series of sections which have distinct and well recognised functions. These sections, in order of presentation, are the summary, introduction, main body of the work, the discussion (or interpretation) and the conclusion. They may be follow ed by a list of references and appendices. The functions of each of these sections are described below. 3. 2 Title page The title page highlights the central theme of the report and ncludes the title, author’s name, date and, if necessary, the name of the person or organisation who commissioned the report. 3. 3 Contents Page The contents page is a list of all your chapters, sections, headings, sub headings, appendices and illustrations. All but the shortest of reports should have a contents page. 3. 4 Summary The purpose of the summary is to give a very brief outline of the rest of the report for people who do not want to read the whole of it, or who want to know what is in the report before reading it. The acid test is whether the content of the report is clear to someone who reads only the summary. The summary should, therefore, contain such information (from the introduction, main text, discussion and conclusion) that is needed to comprehend the contents fully. The summary should be: (a) written after the rest of the report; (b) presented at the start of the report; (c) factual, concise, and in an appropriate style. (see Section 5 in this guide) The summary should not be a re-statement of the conclusion 3. 5 Introduction The purpose of the introduction is to tell the reader what the aim of the work is and how you are going to tackle it (see also Section 4. 3). In other words, you must tell the reader: (a) what you are going to write about, (b) why you are going to write about it, (c) how you are going to deal with it. 3 The introduction should, therefore, include a brief general background to the topic or task, a statement of the purpose of the work and an indication of the structure of the rest of the report. It may also include a statement to indicate related areas that you are not going to deal with (â€Å"a consideration of x and y is outside the scope of this work†). The introduction should be: (a) brief (for a typical course assignment, ? 1 side), (b) clear and concise, (c) stimulating. 3. 6 Main Body of the Text (but don’t put this as a heading! ) Go back to Section 1 of the report: does this introduction satisfy these criteria? The main body of the text should be arranged under a series of headings according to the purpose of the work. For example, if the work is a scientific investigation, or a survey of some sort, t he headings may be: Materials and Methods Results Discussion (See Useful Tip below) A similar structure can be adopted for a whole range of task-based reports. For example, if you had to report to the farm manager on the reorganisation of the farm office, you might use headings such as: Methods Used In The Investigation Findings Alternative Courses of Action On the other hand, you may simply be required to review a topic – say the sheep industry in the UK. In this case the text may be divided by headings such as: Organisation of The Sheep Industry Breeds Production Systems Marketing There is, of course, a whole range of other ways of organising the material, but however you do it, the importance of a clear logical system cannot be overemphasised. This is discussed further in Section 5. Useful Tips: Discussion (Have as a heading if separate section) The discussion is probably the most difficult section of a scientific report to write, but it is very important. In the discussion you should attempt to evaluate (comment critically) on the information presented in the main text. If, for example, you have come across any inconsistencies in the information presented, you should weigh up the evidence for each argument within the discussion. If you have carried out your own research it is here you should compare your results with those of other published authors and, if the results differ, offer explanations for the differences. The good news is that once you have reached the end of the discussion, you should know exactly what your 4 conclusions are! 3. 7 Conclusion The purpose of the conclusion is to draw out the message from the work and to suggest what the consequences of that message are. It must be distinguished from the summary (which encapsulates the whole report) but should be included in it. In other words, the conclusion should say: (a) what the body of the work tells us; (b) what should be done about it (action, further research, etc. ). Thus, your conclusion on the reorganisation of the farm office might say, for example, that: â€Å"action x is the best alternative† and â€Å"this should be implemented in the next two months† Don’t be worried if your conclusion is short – provided you have discussed / interpreted the topic fully, a short conclusion helps the reader to understand. 3. 8 References References should be listed after the conclusion, but before the appendices. Correct presentation of references is important and is described in Section 7. 3. 9 Appendices Appendices are used to present material which is not necessary to an understanding of the report, but which may be helpful to the reader. By removing such inessential material (for example, extensive sets of data or supplementary information) from the body of the work, the communication is made simpler, shorter and clearer. 3. 10 Word / page limits Many assignment briefs have a word / page limit stated; if it is a word limit, you will need to include an accurate word count in your completed work. Please be aware that word / page limits are rigidly enforced so that any words / pages written after the limit has been reached will not be marked (or other penalties enforced as in the individual major project). 5 Count in Do not include Summary (text only) Reference list Introduction (text only) Appendices Main body (text only) Data in tables Discussion (if applicable – text Results in tables only) Any figures (graphs, charts, diagrams) Conclusion (text only) Text displayed in tables Subheadings (summary etc) Captions for tables and figures NB You need to read the specific instructions for final year projects as these may vary slightly from the above 3. 11 Word / page guide Occasionally, an assessment task may contain a word or page guide. This is intended to help you judge the number of words / pages you may need to complete the task. There is no specific penalty for work that falls short of or exceeds a word / page guide. 6 4 4. 1 STRUCTURE AND CLARITY Introduction Your aim in technical or business reports should be to make your meaning clear to the reader. In order to do this you must ensure that your writing has a logical structure and that this structure is displayed to the reader by a whole series of signposts. These aspects are explained in this section. 4. 2 Structure: Unity and Sequence A logical structure requires two things: unity and sequence. The concept of unity is not an easy one to explain. To achieve unity, it is necessary to separate the various discrete elements of what you want to say into self-contained packages. One way of doing this is to create a mind map that identifies key areas and their relationships while helping you to plan the project. Start by writing the central theme in the middle of the paper, and working outwards. Figure 1 illustrates a way in which an assignment based on the Euro could be planned to achieve unity in this way: Participating EU countries Non-participating EU countries Countries Summary Key events Implementation Timetable Euro Facts Coin and Note Denominations European integration and economic monetary union The Road To The Euro The EURO Exchange Rate Government European Institutions Organisations Pros Cons Political Economic Business / Trade Consumers Pro-Euro Anti-Euro Figure 1 – Use of patterned notes 7 Once you have identified the various topics in this way they can be organised into paragraphs, and paragraphs on related subjects can be organised into sections. It is then necessary to decide on a logical sequence for these sections and paragraphs. The sequence depends on the subject matter and the approach. For example it may be: in chronological order (e. g. description of the breeding cycle of sheep or a new product development process); in descending order of importance (e. g. factors affecting the yield of wheat or factors affecting food purchase); in ascending order of importance leading to a conclusion (e. . argument of a case). However, you should aim to present your ideas in an ordered sequence so that a reader will follow the line of reasoning without difficulty. Determining the best sequence is not always an easy task, especially when dealing with complex subjects. If in doubt discuss your plan with your personal or module tutor – they will be happy to help you thi nk it out. 4. 3 Clarity: the use of signposts To make your writing easy to read it is important to provide frequent signposts that tell the reader where s/he is and where s/he is going. Some of the signposts you can use are listed below. a) Title Each piece of work should have a clear descriptive title that gives a guide to the content of the work. You should avoid â€Å"journalistic† titles that tell you little. Thus, â€Å"The Prevention and Control of Mastitis in the Dairy Herd† is preferable to â€Å"Getting to Grips with Mastitis†! Contents Page All but the shortest of reports should have a contents page. Introduction The introduction should tell the reader what you are going to deal with and how. In longer reports you may use an introduction in each section. Headings Headings and sub-headings should be used freely in technical and business writing. You may have been told not to use heading in English essays, but this does not hold in technical and business reports where headings are very helpful in making your meaning clear. For this reason it is important that the heading system reflects the structure of the report. You should, therefore, adopt a system of headings and sub-headings that show the relationships of the various sections. (b) (c) (d) 8 Here, for example, is a diagram that shows the structure of a chapter in Burns and Bush (2000). The Nature of Marketing Research Marketing Marketing Research Defined The role of Marketing Research Characteristics of Marketing Research Types of Marketing research Studies The Marketing Information system The Future of Market Research The Marketing Concept Marketing Strategy Etc. Etc. Etc. Etc. Components of an MIS Etc. Internal Reports Marketing Intelligence System Marketing Decision Support System Marketing Research System The heading system used in this case must be such that the reader knows, for example, that the section marked ‘Internal Reports’ is part of the section on ‘Components of an MIS’, which is part of the section on ‘The Marketing Information System’. To achieve this all headings at the same level of sub-division must be the same. We might therefore have a series of headings as follows: THE NATURE OF MARKETING RESEARCH The Marketing Information system Components of an MIS Internal Reports are defined†¦Ã¢â‚¬ ¦.. (Bold capitals) (Bold lower case) (Indented bold lower case) (Indented bold lower case on same line as text) (e) Notation If it is necessary to cross reference to other sections of the report then a method of easily identifying the sections may be desirable. The most straightforward and generally used method of notation is decimal numbering. It clearly shows the hierarchy of your thoughts. 1. 1. 6 THE NATURE OF MARKETING RESEARCH The Marketing Information system 1. 6. 1 Components of an MIS 1. 6. 1. 2 Internal Reports are defined†¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 (f) Topic Sentences When you are reading you may find topic sentences a helpful device. These are sentences often found at the beginning of a paragraph, which are used as a summary of what is to follow. That is, they are used to make a general statement about the topic which is then developed further in the rest of the paragraph. Useful Tips There is a range of different systems of headings and notation you can use. But remember whichever you use, always be consistent throughout the report. 5 5. 1 STYLE Introduction Do not be frightened by the use of the word â€Å"style†. Style simply means the way you use words and sentences in your writing. The style of effective reports is direct, simple and straightforward. This is easy to say but more difficult to achieve: as George Bernard Shaw once wrote: â€Å"I am sorry to have written such a long letter but I did not have time to write a short one. † Some rules to help you follow. 5. 2 Words and Sentences George Orwell wrote some helpful rules for scientists who write. He said: a) â€Å"never use two words when one word will do, b) never use a big word when a small one will do, c) never use a long sentence when a short one will do†. Some examples of word savings are shown in Table 1 Table 1 Superfluous words and alternatives Better English as to now when so that in college thus planning Superfluous words on account of the fact that in order to at the present time on the occasion of with the result that in the college environment it is apparent therefore forward planning 10 5. 3 Tense Reports are normally written in the past tense and impersonally. e. g. It is recommended that NOT I recommend that Never write â€Å"you†Ã¢â‚¬ ¦.. 5. 4 Use of Tables and Diagrams Never use words when you can put your message in numbers (use a table). Never use numbers when you can use a picture (a diagram or graph): pictures are clearer than numbers; numbers are clearer than prose and both save words. But always remember tables and diagrams do need some words of explanation. (Section 6) 5. 5 Presentation Be aware that poorly laid out work, which is badly sequenced with poor word processing or handwriting, frequent spelling mistakes and incorrect grammar will lose you marks. . 6 How to improve your style Remember anyone can improve their writing skills through hard work, constructive feedback and practice. Below are some key tips for improving your style. a) Work with a rough draft. Complete a rough draft and leave for a few days then re-read it or ask a friend to read it and make comments. This gives you time to reflect on your report. b) Avoid j argon. Never use jargon unless a) it saves words and b) your readers will understand it. c) Keep it clear and straightforward. A good style is one which is clear and concise so the reader can easily follow it. Useful Tips Always check your work. Before you hand in any work, be it an assignment or an exam script, check it for errors in accuracy such as spelling and punctuation, readability and flow and clarity of structure Avoid plagiarism. You know the penalties (see the plagiarism section in the Academic Development module on Moodle) A CHALLENGE: when you have written your draft copy go through it and see if you can remove 25% of the words without changing the meaning. 11 6 6. 1 DATA PRESENTATION Introduction We have already mentioned the value of tables and diagrams in saving words. They also help to make your message clear. However, they will only do this if the data is accurate and properly presented in the text. Some simple guidelines on this follow. 6. 2 Tables or Figures? â€Å"A picture is worth a thousand words† All material in your report that is not prose is called either a figure or a table (although photographs are known as plates). Figures include diagrams, graphs and charts. Figures are to be preferred to tables and prose, especially when complex relationships are involved. Tables are necessary when it is important to know exactly what the numbers are. Figures There are many different ways of presenting information as figures. Which one you choose depends on the purpose of the figures, and the nature of the data. Again, there are a number of important rules in presenting data in figures. Some ideas can be found in Figure 2. Tables There are different types of tables for different purposes. Usually tables in reports are intended to demonstrate or support a particular point being made in the text. They therefore need to be designed to fulfil this purpose. A few guidelines on the presentation of demonstration tables are given in Table X in Figure 3. . 3 The Use of Tables and Figures in Reports Numbering In technical reports tables and figures (Table 1–n and Figure 1-n) should be numbered in sequence to allow you to refer to them in the text. Captions All tables and figures must have full, clear and explicit captions telling the reader exactly what the numbers and units are. The golden rule is that the message of any table or fi gure must be clear in isolation from the text. Captions go above a table but below a figure. Reference in the text You must always refer to the table or figure in the text before you come to it. Do not repeat details of the table or figure, but summarise what it shows e. g. â€Å"Grain yield response to successive increments of applied nitrogen shows the law of diminishing returns (Figure 1 Table X)†. Source You must always give the source of the data depicted. Listing List tables and figures after the contents page. 12 50 (% of respondents) Components easy to see and compare All units clearly identified Key to explain bars 25 Axis starts from 0 0 Extremely Important Very Important Important Not at all Important 2000 2003 Reference clearly stated Source: HAUC Consumer Attitude Survey (2000 and 2003) Figure X Comparison of Consumer Attitudes in 2000 and 2003 to the importance of price as a factor when buying food (% of respondents) Numbered in sequence for ease of reference in text Clear, full and explicit title UNDERNEATH FIGURE Figure 2 Presentation of Figures (Example Data Only) 13 â€Å"Grain yield response to successive increments of applied nitrogen follows the law if diminishing returns (Table X)† Reference in text before table showing what the table shows Numbered in sequence for ease of reference in text All units clearly identified Clear, full and explicit title AT THE TOP Units given as high in the table as possible to avoid repetition. If all units are the same they should be included in the title. Table X Grain yield response of wheat to successive increments of applied nitrogen Applied N (kg/ha) 0 25 50 75 100 125 150 Yield of wheat (t/ha) 2. 50 3. 50 4. 30 5. 00 5. 20 5. 20 5. 00 Responses to successive applications of 25kg of N (t/kg) +1. 00 +0. 80 +0. 70 +0. 20 0. 00 -0. 20 (Source: Bloggs, 2003) Numbers to be compared presented in columns, not rows Columns arranged in some natural order of size Reference clearly stated Figure 3 Presentation of Tables NB If you are presenting data in a table that you have created yourself, show this by putting (Source: Author’s own) under the table. 14 7 7. 1 USE OF REFERENCES Introduction Technical writing sometimes includes a bibliography but always includes a list of references. They have different purposes. A bibliography is a systematic list of sources of information on a particular subject which have been consulted although specific facts from them have not been cited in the text. References are the sources of information which have been cited in the text as evidence for statements and assertions. This section provides an introduction to the purpose of using references and the rules which govern their use. 7. 2 Why Use References? In higher education and research, unsupported assertions are not acceptable. In other words, you cannot simply say that something is so without providing supporting evidence. Evidence can be obtained or it can be provided by reference to writings of someone who has published such research or who is an acknowledged authority on the subject. Naturally, this does not apply when your assertion is something that is widely understood. It does, however, apply to anything that is new, little known or open to argument. If I said that Shropshire sheep have four legs I would not need to provide evidence. If I said that they have five legs there may be some who would doubt my word. In such a case I would need to provide evidence, either by doing research (counting the number of legs of randomised samples of the Shropshire sheep population), or by reference to the writing of an authority on this subject who had done such work. . 3 Citing References in the Text In order to draw the reader’s attention to the supporting evidence you simply write the surname of the author and the date of publication of the paper or book in the text. This can be done in more than one way, thus: â€Å"It has recently been shown that Shropshire sheep have five legs (Smith, 2012). † or â€Å"Smith (2012) recently demonstrated that Shropshire sheep have five legs. † The reader now knows that you have an authority for your statement. How to cite Writing Report: Sampling, Papers