02 June 2015

Literature Review in Chapter 4

The purpose of the Chapter 4: Results and Discussion is to give readers specific guide about what was accomplish in the study and the scientific significance. Thus, this part must address to that items.

One of the most common mistakes that authors makes is to add General Literature Review (LR) before analysis or discussion in Chapter 4 (see example fig below).

Pls take note: The subjects in the LR should have been introduced/finished in Chapter 2 (not in Chapter 4). We used LR/references in Chapter 4 only to compare, support, underline, discuss etc... for our findings.

Dengan kata mudah, readers buka Chapter 4 sebab nak tahu your results dan discussion. Readers dah tak mahu serabut lagi dengan LR di sini smile emoticon

Pls remove your LR in Chapter 4

All the best for your thesis :)

01 April 2015

Tesis | Experimental 3

Common Mistakes

Walaupun kita telah masuk alaf GST, tetapi masih lagi dpt tesis yang keterbelakang 10 tahun. Bukan saja tesis FYP, tapi tesis MSc dan PhD!

Mungkin students nak tesis:
i. Tebal
ii. Nampak menarik
iii. Tiru senior (senior yg xbetul)

Students terpaksa masukkan:
i. Literature review yang tak penting
ii. Figure/Gambar machines yang students tahun 2 dah tahu.

InsyaAllah, SV... please share your knowledges/experiences to our young generation.
“This isn’t the end. If you can fight, fight. Help each other” - WWZ
:) :)

01 March 2015

Paper + Tesis | Experimental 2 (Citation in Experimental)

Citations/references dalam bahagian Experimetal, jika boleh cuba elakkan.
Kelemahan kita menulis bahagian ini akan menyebabkan reviewers/examiner melihat:
  • Paper/tesis tiada novelty (sebab telah ada org buat, project sama seperti dlm refs tersebut).
  • Citation menjurus kepada ‘literature review’, sedangkan LR bukannya di sini.

Tetapi dalam beberapa keadaan anda 'dibolehkan' atau memang 'mesti' cite references jika ianya:
  • Bagi students engineering, mmg kena ikut standards tertentu utk sampling, setup parameters etc.
  • Continuous projects, dgn cite reference kita tak perlu cerita balik panjang lebar experiment tersebut.

09 February 2015

Paper + Tesis | Abstract

Pengalaman terbaik menulis abstract for journal papers (or thesis) ialah follow format yg dikhaskan oleh Emerald Publication. Mungkin mereka sendiri pun dah sakit kepala tgk pelbagai fesyen abstracts submitted by authors. So, mereka design format '4 Parts'.

Kita guna saja '4 Parts' ini. Abstract mesti mempunyai ringkasan kepada:
  1. Intro to project/purpose/objective - Simple introduction to the field. What are the reason(s) for writing the paper or the aims of the research?
  2. Design/method/approach - Brief explanation about how are the objectives achieved? Include the main method(s) used for the research.
  3. Findings - This will refer to main analysis, discussion, or results. You can add yr target data, i.e. “… high discharge capacity of the LiFePO4 nanoparticles (110 mAh g-1)…” 
  4. Originality/novelty - What is new in the paper? This is the most important element for readers to know ‘the heart’ of the paper.
Some publications request "keywords". The purpose of keywords;
  • To facilitate keyword index searches, especially for on-line text searching. 
  • To assign papers to editors or review committees, which can be extremely important to your fate. 
So make sure that the keywords you pick make assigning your paper to a review category obvious (for example, use example from other papers).

  • Other Journals - Remove this ‘4 Parts’ when submitting others papers or thesis
  • Thesis - need to write within 1 page only

Disclaimer: You should consult with your SV before changing your writing style or using anything suggested in this post :)

07 February 2015

Teaching Method : Expert Group Mode EBB316 2013 (Report)

Course: EBB316 - Corrosion and Degradation
Method: Expert Group Mode
Date: 19 April 2013 (Friday)
Time: 3:30-6:00 pm 
Refreshment: Bihun + Karipap + Teh :)
Students: 7 groups (6-7 students for each group)
Lecturer: A.P. Dr Ahmad Azmin Mohamad

1. Activities
i. In the ‘Main Group’, each individual has to answer the question (Students are unable to discuss or copy for answers as each of them has different question paper!).

ii. Proceed to ‘Peer Group’ (gathering students having the same question) Discussion starts, searching for the best answers and write them on white board.

iii. Later, back to ‘Main Group’, the ‘expert’ (for every particular question) explains the answer to the group. Then, ‘Main Group’ must visit every white board (for different questions/answers).

2. Observation:
i.  Some students tried to understand what they missed out during regular classes.
ii. Nurture students to be accountable towards their ‘Main Group’ (given the task to find the best answer).
iii. Students learn on how to discuss and explain the answers to others (As the saying goes, “The best way to learn is to teach”!).
iv. One student told me that he wants to practice speaking in English.

3. Conclusion:
This event benefited me and students to recap all subjects during the 4 weeks of lectures and most importantly, they had FUNdamental of learning from this new method (the active learning).