Thesis Topic Finding

What is Creative Problem Solving?

Creative problem solving, a type of problem solving, is the mental process of searching for a new and novel creative solution to a problem, a solution which is novel, original and not obvious. (Wikipedia)

Creative Problem Solving is a proven method for approaching a problem or a challenge in an imaginative and innovative way. It’s a tool that helps people re-define the problems they face, come up with breakthrough ideas and then take action on these new ideas.

There are 6 steps that are broken down into 3 stages.

Stage 1, Explore the Challenge; in this stage, there are 3 steps: 

Objective Finding - Identify Goal, Wish or Challenge; This could be a wish or a goal. It might be the initial dissatisfaction or a desire that opens the door to using the CPS process.

Fact Finding - Gather Data, Assess and review all the data that pertains to the situation at hand. Who’s involved, what’s involved, when, where, and why it’s important. Make a list of the facts and information, as well as the more visceral hunches, feelings, perceptions, assumptions and gossip around the situation. In this step, all the data is taken into consideration to review the objective and begin to innovate. 

Problem Finding - Clarify the Problem, In this step, explore the facts and data to find all the problems and challenges inherent in the situation, and all the opportunities they represent. This is about making sure you’re focusing on the right problem. It is possible to come up with the right answer to the wrong problem. Re-define what you want or what’s stopping you.

Stage 2, Generate Ideas; there is 1 step in this stage:

Idea Finding - Generate Ideas, Generating ideas is much more than brainstorming. During this step, be vigilant about deferring judgment and coming up with wild, outrageous, out-of-the-box ideas. This is where you explore ideas that are possible solutions and have the most fun. It’s also where you need to stretch to make connections, take risks, and try new combinations to find potentially innovative solutions.

Stage 3, Prepare for Action; there are 2 steps in this stage:

Solution Finding – Select and Strengthen Solutions. First, try to strengthen and improve the best ideas generated. Next, generate the criteria that needs to be considered to evaluate the ideas for success. Apply that criteria to the top ideas and decide which are most likely to solve the redefined problem. The best idea needs to meet criteria that makes it actionable before it becomes the solution. A creative idea is not really useful if it won’t be implemented.

Acceptance Finding – Plan for Action. In this step, look at who’s responsible, what has to be done by when, and what resources are available in order to realize this idea as a full-fledged, activated solution.

http://www.creativeeducationfoundation.org/our-process/what-is-cps

What is Open Source?

In production and development, open source as a development model promotes a) universal access via free license to a product's design or blueprint, and b) universal redistribution of that design or blueprint, including subsequent improvements to it by anyone. Before the phrase open source became widely adopted, developers and producers used a variety of terms for the concept; open source gained hold with the rise of the Internet. Opening the source code enabled a self-enhancing diversity of production models, communication paths, and interactive communities. The open-source software movement arose to clarify the environment that the new copyright, licensing, domain, and consumer issues created.(Wikipedia)

What is Activism?

Activism consists of efforts to promote, impede, or direct social, political, economic, or environmental change, or stasis. The term connotes a peaceful form of conflict.

Activism is the doctrine or practice of vigorous action or involvement as a means of achieving political or othergoals, sometimes by demonstrations, protests, etc. In philosophy, activism is a theory that the essence of reality is pure activity, especially spiritual activity, or process. It's also a theory that the relationship between the mind and the objects of perception depends upon the action of the mind.

What is Hacktivism? 

Hacktivism (a portmanteau of hack and activism) is the use of computers and computer networks to promote political ends, chiefly free speech, human rights, and information ethics.It is carried out under the premise that proper use of technology can produce results similar to those of conventional acts of protest, activism, and civil disobedience.

The term was coined in 1996 by a Cult of the Dead Cow member known as "Omega". However, similar to its root word hack, hacktivism is an ambiguous term (computer hacking is tied to several meanings).

Hacktivism is the act of hacking, or breaking into a computer system, for a politically or socially motivated purpose. The individual who performs an act of hacktivism is said to be a hacktivist. A hacktivist uses the same tools and techniques as a hacker, but does so in order to disrupt services and bring attention to a political or social cause. For example, one might leave a highly visible message on the home page of a Web site that gets a lot of traffic or which embodies a point-of-view that is being opposed. Or one might launch a denial-of-service attack to disrupt traffic to a particular site. Whether hacktivism is a crime may be debated. Opponents argue that hacktivism causes damage in a forum where there is already ample opportunity for nondisruptive free speech. Others insist that such an act is the equivalent of a protest and is therefore protected as a form of free speech.

http://searchsecurity.techtarget.com/definition/hacktivism

Visual Narrative

A visual narrative is a story told primarily through the use of visual media. The story may be told using still photography, illustration, or video, and can be enhanced with graphics, music, voice and other audio.

Task 5 What is Literature Review?

A literature review is a text written by someone to consider the critical points of current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic. Literature reviews are secondary sources, and as such, do not report any new or original experimental work. Also, a literature review can be interpreted as a review of an abstract accomplishment.

Most often associated with academic-oriented literature, such as a thesis or peer-reviewed article, a literature review usually precedes a research proposal and results section. Its main goals are to situate the current study within the body of literature and to provide context for the particular reader. Literature reviews are a staple for research in nearly every academic field. (Wikipedia)

A literature review is an evaluative report of information found in the literature related to your selected area of study.  The review should describe, summarise, evaluate and clarify this literature.  It should give a theoretical base for the research and help you (the author) determine the nature of your research. Works which are irrelevant should be discarded and those which are peripheral should be looked at critically.

A literature review is more than the search for information, and goes beyond being a descriptive annotated bibliography. All works included in the review must be read, evaluated and analysed (which you would do for an annotated bibliography), but relationships between the literature must also be identified and articulated, in relation to your field of research. http://libguides.library.cqu.edu.au/litreview

"In writing the literature review, the purpose is to convey to the reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. The literature review must be defined by a guiding concept (eg. your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries.(http://www.utoronto.ca/writing/litrev.html)

Review of the Literature

Literature review is to determine the selected topic, the topic of research in the field of literature on the basis of extensive reading and understanding about the present situation of the research in the field of research including the main academic view point.
Basic literature review is a summery on the current knowledge.
Advanced literature review is in choosing a research interest and topic after a review of related literature.

How to Write a Review of Literature

Writing the introduction, In the introduction, you should:

• Define or identify the general topic, issue, or area of concern, thus providing an appropriate context for reviewing the literature.

• Point out overall trends in what has been published about the topic; or conflicts in theory, methodology, evidence, and conclusions; or gaps in research and scholarship; or a single problem or new perspective of immediate interest.

• Establish the writer's reason (point of view) for reviewing the literature; explain the criteria to be used in analyzing and comparing literature and the organization of the review (sequence); and, when necessary, state why certain literature is or is not included (scope).

Writing the body, In the body, you should:

• Group research studies and other types of literature (reviews, theoretical articles, case studies, etc.) according to common denominators such as qualitative versus quantitative approaches, conclusions of authors, specific purpose or objective, chronology, etc.

• Summarize individual studies or articles with as much or as little detail as each merits according to its comparative importance in the literature, remembering that space (length) denotes significance.

• Provide the reader with strong "umbrella" sentences at beginnings of paragraphs, "signposts" throughout, and brief "so what" summary sentences at intermediate points in the review to aid in understanding comparisons and analyses.

Writing the conclusion, In the conclusion, you should:

• Summarize major contributions of significant studies and articles to the body of knowledge under review, maintaining the focus established in the introduction.

• Evaluate the current "state of the art" for the body of knowledge reviewed, pointing out major methodological flaws or gaps in research, inconsistencies in theory and findings, and areas or issues pertinent to future study.

• Conclude by providing some insight into the relationship between the central topic of the literature review and a larger area of study such as a discipline, a scientific endeavor, or a profession. http://writing.wisc.edu/Handbook/ReviewofLiterature.html

Task 4 Action Research

What is Action Research?

Action research is a research initiated to solve an immediate problem or a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. There are two types of action research: participatory action research, and practical action research.

Action research involves the process of actively participating in an organization change situation whilst conducting research. Action research can also be undertaken by larger organizations or institutions, assisted or guided by professional researchers, with the aim of improving their strategies, practices and knowledge of the environments within which they practice. As designers and stakeholders, researchers work with others to propose a new course of action to help their community improve its work practices.

(Resource from Wikipedia)

Action Research is a disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the “actor” in improving and/or refining his or her actions.

The Action Research Process

Educational action research can be engaged in by a single teacher, by a group of colleagues who share an interest in a common problem, or by the entire faculty of a school. Whatever the scenario, action research always involves the same seven-step process. These seven steps, which become an endless cycle for the inquiring teacher, are the following:

1. Selecting a focus: The action research process begins with serious reflection directed toward identifying a topic or topics worthy of a busy teacher's time. Considering the incredible demands on today's classroom teachers, no activity is worth doing unless it promises to make the central part of a teacher's work more successful and satisfying. Thus, selecting a focus, the first step in the process, is vitally important. Selecting a focus begins with the teacher researcher or the team of action researchers asking: What element(s) of our practice or what aspect of student learning do we wish to investigate?
2. Clarifying theories: The second step involves identifying the values, beliefs, and theoretical perspectives the researchers hold relating to their focus.
3. Identifying research questions: Once a focus area has been selected and the researcher's perspectives and beliefs about that focus have been clarified, the next step is to generate a set of personally meaningful research questions to guide the inquiry.
4. Collecting data: Action researchers can accomplish this by making sure that the data used to justify their actions are valid(meaning the information represents what the researchers say it does) and reliable (meaning the researchers are confident about the accuracy of their data). To ensure reasonable validity and reliability, action researchers should avoid relying on any single source of data. Most teacher researchers use a process called triangulation to enhance the validity and reliability of their findings. Basically, triangulation means using multiple independent sources of data to answer one's questions. Triangulation is like studying an object located inside a box by viewing it through various windows cut into the sides of the box. Observing a phenomenon through multiple “windows” can help a single researcher compare and contrast what is being seen through a variety of lenses.
5. Analyzing data: Although data analysis often brings to mind the use of complex statistical calculations, this is rarely the case for the action researcher. A number of relatively user-friendly procedures can help a practitioner identify the trends and patterns in action research data. During this portion of the seven-step process, teacher researchers will methodically sort, sift, rank, and examine their data to answer two generic questions: What is the story told by these data? Why did the story play itself out this way?  By answering these two questions, the teacher researcher can acquire a better understanding of the phenomenon under investigation and as a result can end up producing grounded theory regarding what might be done to improve the situation.
6. Reporting results
7. Taking informed action    

http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research¢.aspx

Action research is a form of investigation designed for use by teachers to attempt to solve problems and improve professional practices in their own classrooms. It involves systematic observations and data collection which can be then used by the practitioner-researcher in reflection, decision- making and the development of more effective classroom strategies.
- Parsons and Brown (2002)

Action Research is a fancy way of saying let's study what's happening at our school and decide how to make it a better place.
- Emily Calhoun (1994)

Action research is a natural part of teaching. Teachers are continually observing students, collecting data and changing practices to improve student learning and the classroom and school environment. Action research provides a framework that guides the energies of teachers toward a better understanding of why, when, and how students become better learners. - A. Christine Miller (2007) 

SELECTED questions to ask in the context of Action Research:
1. Why am I collecting this data?
How is the data related to the study question?
What will the data tell us about students’ leaming and teaching
strategies?
2. What exactly am I collecting?
What kind of data will give me the best information about students learning and teaching strategies?
How can I gather data on the same question in different ways, from different sources, and at different times (triangulation).
3. Where am I going to collect it?
What kind of a sample is needed?
Do I need to identify the student for long-term tracking?
4. When am I going to collect it and for how long? How much data is needed?
How periodic should the collection be? 
5. Who is going to collect it?
Is data being collected by myself or will others be involved?
6. How will data be collected, analyzed and findings shared?
Has a time line been established?
Where and how will the data be stored?
Has the criterion for analyzing the data (rubrics, implementation
logs) been established before the data is collected?
What approach will be used for recording, displaying, and sharing
findings? 
https://www.nctm.org/uploadedFiles/Lessons_and_Resources/Grants_and_Awards/How%20is%20Action%20Research%20Defined(1).pdf

Task 3 WHAT ARE METHODOLOGIES

What is Methodology?

Methodology in definition means a system of methods used in a particular area of study or activity. 

Through Wikipedia: Methodology is the systematic, theoretical analysis of the methods applied to a field of study, or the theoretical analysis of the body of methods and principles associated with a branch of knowledge. It, typically, encompasses concepts such as paradigm, theoretical model, phases and quantitative or qualitative techniques.

A Methodology does not set out to provide solutions but offers the theoretical underpinning for understanding which method, set of methods or so called “best practices” can be applied to a specific case.

It has been defined also as follows:
"the analysis of the principles of methods, rules, and postulates employed by a discipline"
"the systematic study of methods that are, can be, or have been applied within a discipline"
"the study or description of methods"   

“Methodology” implies more than simply the methods you intend to use to collect data. It is often necessary to include a consideration of the concepts and theories which underlie the methods.

When you describe your methods it is necessary to state how you have addressed the research questions and/or hypotheses.

Every stage should be explained and justified with clear reasons for the choice of your particular methods and materials.

http://www.humanities.manchester.ac.uk/studyskills/assessment_evaluation/dissertations/methodology.html

Methodology is a series of choices:
1, Choices about what information and data to gather
2, Choices about how to analyse the information and data that you gather
3, Other methodological choices

1. What Information Do I Gather?
The answer resides in your research question –if your question is clear, you will KNOW what to gather. To ensure that your research question(s) is clear, the TERMS in your question(s) must be clearly defined:
Terms need an “Operational Definition” – “a definition which describes the operations required to collect information about the concept or term.” 

2. How Do I Analyze the Information that I Gather?
Analysis separates a research project from a term paper.
The nature of your question determines the method of analysis
- Descriptive questions call for descriptive methods
-Correlational questions call for you to make correlations
-Theoretical evaluation calls for the evaluation of the entire theory
-Cost-Benefit analysis of policies calls for you to find a method to conduct a cost/benefit analysis
3. What Are the Other Methodological Choices?
Think about practical and intellectual considerations when deciding which methodologies to employ. For example: cost, time, resources, accessibility
Qualitative vs. Quantitative:
-  Even if description is qualitative, it still needs to be precise
-  Your question determines the choice between these two approaches

Methodology includes the following concepts as they relate to a particular discipline or field of inquiry: 

1. a collection of theories, concepts or ideas; 

2. comparative study of different approaches;

3. critique of the individual methods;

What is Method?

Method is a particular form of procedure for accomplishing or approaching something, esp. a systematic or established one. It is a means or manner of procedure, especially a regular and systematic way of accomplishing something, Orderly arrangement of parts or steps to accomplish an end. It is the procedures and techniques characteristic of a particular discipline or field of knowledge.

Difference between Method and Methodology

The words 'method' and 'methodology' may sound similar, but there is a big difference between them. A method is the way in which you complete a task, or the steps you take to complete a task. Methodology is the study of a method or methods.

Task 2 What is Research?

What is Research?

It is a the systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions. 

To research is to purposely and methodically search for new knowledge and practical solutions in the form of answers to questions formulated beforehand.

The definition of the problem consists of the following components:

• The goal of the research (what do I hope to achieve with the research?)
• The research questions (what knowledge do I need to achieve this objective?)

The research design refers to:

• The subject of the research (who or what do I research)?
• The research methods (how do I research? which methods of data collection and –analysis do I use?)

The research plan is part of the research report.

Experimental (validating) research mainly uses quantitative research data. Interpretative (explanatory) research and reflective (action) research mainly uses qualitative research data. Often you see that researchers combine both types of data collection and –analysis in their research.

Fundamental research and practice based research

Another distinction which can be made is the one between fundamental research and practice based (or applied) research. Fundamental research is mainly aimed at increasing the body of knowledge or our knowledge of the world, without there needing to be a practical side to this. Practice-based (or applied) research is connected to questions and needs from our daily life or from the professional practice. It generates knowledge, insights, solutions, methods and products, which contribute to the improvement of daily life and the innovation of the professional practice. Results from scientific research are often translated into practical uses. The research into these is also called applied research. The difference between practice based research and applied research is the fact that applied research is looking for a solution for a practical problem using theory and then evaluating this. Practice based research starts from the practical problem, explores all aspects of it, and based on this comes up with a well-founded solution which is subsequently evaluated. The results of practice based research also have their repercussions on the forming of theory: it increases our knowledge about reality.

Two types of research we encounter frequently in the arts are design or evaluation research and artistic research. 　

Design research and evaluation research

Research at universities of applied sciences as a rule distinguishes itself from research conducted at universities because the research is aimed at the design of new products or services for the development of the professional practice. Also for the research in the arts it is true that there is a strong connection between this design research and the development of the arts and artistry. Evaluation research is closely connected to this, aimed at determining the effectiveness of a product.

To design means to systematically invent and develop a solution to a practical problem. This is done by way of a design method, in which the steps are described which systematically lead from question to design. The following steps can be distinguished:

• the preliminary research (what are the design requirements)

• the inventing of a design (the concept)

• the formulating of the prototype

• the evaluating and readjusting of this

• the implementing of the design

Formative and summative evaluation

An important distinction which should be mentioned here is that of formative and summative evaluation. Formative evaluation is aimed at the improvement of a product/programme, even before it has been ‘marketed’. It can be aimed at determining whether the developed product/programme is clear to all the users. It is mainly aimed at determining the usability of a product/programme to be developed.

Summative evaluation is aimed at the assessment of a final product/programme (for example a new method). Summative evaluation concerns aspects such as:

• is the product/programme effective?

• is it valued in a positive way?

• is it sold?

• is it used?

Artistic research 

Artistic research is research in which the musician researches his own professional practice and publishes his findings in the form of a report in which the research process is described (this can also include visual materials) and a musical performance in which the musical sound results are made public. Artistic research is characterised by a combination of creativity and reflective research skills. The artistic process and the artistic product together are the object of the research, both are involved in each other. This type of research (research ‘in’ the arts) distinguishes itself from research ‘into’ and ‘on behalf of’ the arts as is done in academic disciplines such as philosophy of art, musicology, theatre arts and history of art (Borgdorff, 2006).

Artistic research does not only focus on the gathering of knowledge about artistic practices (like academic research into the arts), but also on the intervening in these practices. This brings about new art and new practical knowledge about the making of art. Borgdorff (2006) cites the example of research in music into ‘extended techniques’ of a cello which can be electronically manipulated. This is research in service of the artistic practice. The research supplies the tools and knowledge of materials which in turn benefit the creative process, in the making of art (a composition or a performance).

Artistic research, another widely-used phrase for this type of research is ‘arts based research’ (Barone, 2012), often has characteristics of action research. It offers a methodology to improve upon artistic practices (Boog en Wagemakers). Action research is pre-eminently suited for artists who focus on the participation with their ‘audience’. They are extremely aware of the ‘social’ importance of art and create ‘community art’. Through this process new knowledge and insights (also artistic) are produced by way of a social learning process (community of practice).

Quantitative Research

Through Wikipedia: In sociology, quantitative research refers to the systematic empirical investigation of social phenomena via statistical, mathematical or numerical data or computational techniques. The objective of quantitative research is to develop and employ mathematical models, theories and/or hypotheses pertaining to phenomena. The process of measurement is central to quantitative research because it provides the fundamental connection between empirical observation and mathematical expression of quantitative relationships. Quantitative data is any data that is in numerical form such as statistics, percentages, etc.

Qualitative Research

Through Wikipedia: Qualitative research is a method of inquiry employed in many different academic disciplines, traditionally in the social sciences, but also in market research and further contexts. Qualitative researchers aim to gather an in-depth understanding of human behavior and the reasons that govern such behavior. The qualitative method investigates the why and how of decision making, not just what, where, when. In the conventional view, qualitative methods produce information only on the particular cases studied, and any more general conclusions are only propositions (informed assertions). Quantitative methods can then be used to seek empirical support for such research hypotheses.

Thesis

Frascati Definition of Research

A clear definition of research is critical to Higher Education statistical reporting, such as the Research Activity Survey commissioned by the Higher Education Statistics Agency. The internationally recognised definition is taken from the Frascati Manual ( http://bit.ly/V9CCk3), an OECD publication which has become a standard reference for R&D surveys and data collection in the OECD, EU and beyond.

The Frascati definition of research:

Research and experimental development (R&D) comprise creative work undertaken on a systematic basis in order to increase the stock of knowledge, including knowledge of man, culture and society, and the use of this stock of knowledge to devise new applications.

The term R&D covers three activities: basic research, applied research and experimental development.

Basic research is experimental or theoretical work undertaken primarily to acquire new knowledge of the underlying foundation of phenomena and observable facts, without any particular application or use in view.

Applied research is also original investigation undertaken in order to acquire new knowledge. It is, however, directed primarily towards a specific practical aim or objective.

Experimental development is systematic work, drawing on existing knowledge gained from research and/or practical experience, which is directed to producing new materials, products or devices, to installing new processes, systems and services, or to improving substantially those already produced or installed. R&D covers both formal R&D in R&D units and informal or occasional R&D in other units.

R&D must be distinguished from a wide range of activities relating to R&D with a scientific and technological basis; such activities are excluded from the definition of R&D unless they are carried out solely or primarily for R&D purposes. Pure R&D activities should have an element of novelty and the resolution of scientific and/or technological uncertainty, i.e. when the solution to a problem is not readily apparent to someone familiar with the basic stock of common knowledge and techniques for the area concerned.

Reference to the Frascati Manual should be made for detailed analysis of exclusions, but general exclusions to highlight are:education and training other than PhD researchgeneral purpose data collection (such as recording weather statistics)routine testing and analysis of materials, components, products, processes, etc.

Feasibility StudiesPolicy-Related Studies

phase IV of clinical trials (unless they result in a further scientific or technological advance).The AHRC's definition of research is primarily concerned with the definition of research processes, rather than outputs. This definition is built around three key features and your application must fully address all of these in order to be considered eligible for support:

it must define a series of research questions or problems that will be addressed in the course of the research. It must also define its objectives in terms of seeking to enhance knowledge and understanding relating to the questions or problems to be addressed

it must specify a research context for the questions or problems to be addressed. You must specify why it is important that these particular questions or problems should be addressed; what other research is being or has been conducted in this area; and what particular contribution this project will make to the advancement of creativity, insights, knowledge and understanding in this area

it must specify the research methods for addressing and answering the research questions or problems. You must state how, in the course of the research project, you will seek to answer the questions, or advance available knowledge and understanding of the problems. You should also explain the rationale for your chosen research methods and why you think they provide the most appropriate means by which to answer the research questions.

This definition of research provides a distinction between research and practice per se. Creative output can be produced, or practice undertaken, as an integral part of a research process as defined above. The Council would expect, however, this practice to be accompanied by some form of documentation of the research process, as well as some form of textual analysis or explanation to support its position and to demonstrate critical reflection. Equally, creativity or practice may involve no such process at all, in which case they would be ineligible for funding from the Council. For further guidance concerning practice-led research, please see additional guidance for the Fellowships in the Creative and Performing Arts Scheme, below.

The AHRC's primary concern is to ensure that the research it funds will address clearly-articulated research questions or problems, set in a clear research context, and using appropriate research methods. The precise nature of the outputs of the research may vary considerably, and may include, for example, monographs, editions or articles; electronic data, including sound or images; performances, films or broadcasts; or exhibitions. Teaching materials may also be an appropriate outcome from a research project provided that it fulfils the definition above.

Primary Research

Primary research consists of a collection of original primary data collected by the researcher. It is often undertaken after the researcher has gained some insight into the issue by reviewing secondary research or by analyzing previously collected primary data. It can be accomplished through various methods, including questionnaires and telephone interviews in market research, or experiments and direct observations in the physical sciences, amongst others.

The term primary research is widely used in academic research, market research and competitive intelligence.

Secondary Research

Secondary research (also known as desk research) involves the summary, collation and/or synthesis of existing research rather than primary research, where data is collected from, for example, research subjects or experiments.

Task 1 Thesis Introduction

During the first 2 weeks of study in Thesis module,  we had sections to be introduced to "Thesis" and "research" and we also had discussed plagiarism. And we have also been having different ideas to develop and decide a topic of thesis, and also finding the specific issue in our own practice for the research field.

What is thesis?

Through dictionary definition: Thesis is a statement or theory that is put forward as a premise to be maintained or proved; a long essay or dissertation involving personal research, written by a candidate 

for a college degree.

According to Kean University site: A thesis statement declares what you believe and what you intend to prove. A good thesis statement makes the difference between a thoughtful research project and a simple retelling of facts. http://www.kean.edu/~roneilfi/How%20to%20write%20a%20thesis%20statement.htm

Through Wikipedia: A thesis or dissertation is a document submitted in support of candidature for an academic degree or professional qualification presenting the author's research and findings. In some contexts, the word "thesis" or a cognate is used for part of a bachelor's ormaster's course, while "dissertation" is normally applied to a doctorate. 

I have learned some about research in class; such as the different types of research.

Quantitative Research: is the kind f research that ends with a conclusion of a number such as charts, diagrams etc.

Qualitative Research: is the kind of research that ends with a conclusion of why and reasons; for example: an action research gets a conclusion by quantitative research that half of this amount of people agree with the topic and the other half disagrees, so here qualitative research can continue the survey/action research deeper to get to know why the half people agree but the other half don't.

Why We Research?
Research is very important, it is the base of doing things and projects; it is also evidenced to aid the projects and things you do to continue processing.  Since research is a base, it is important to go through this base, because a building isn't going to last long without a base. 
Research also enriches a person, research makes the researchers know more and gain lots of knowledges and facts. 

The Requirements of Academic Research
There are 2 components we are going to achieve. Component 1: Research Outline. And Component 2: Thesis. These two components construct the entire thesis I am going to write. Component 1 is research outline which I have mentioned above is a very important; With this base, we will be able to easily write the thesis. 
Research outline consist
* Introduction
* Statement of the problem
* Review of the literature
* Aim(s) and Objective(s) of research
* Research questions and/or hypothesis
* Methodology
* References
Above are the requirements of academic research and they should consist. As Mr. Stiff had mentioned that Introduction should be written in the end after all the findings to "conclude" a good introduction. 

What is Plagiarism?

According to the Merriam-Webster Online Dictionary, to "plagiarize" means

- to steal and pass off (the ideas or words of another) as one's own.

- to use (another's production) without crediting the source.

- to commit literary theft.

- to present as new and original an idea or product derived from an existing source. 

In other words, plagiarism is an act of fraud. It involved both stealing someone else's work and lying about afterward.

What are Copyright Laws?

Copyright laws exist to protect our intellectual property. They make it illegal to reproduce someone else's expression of ideas or information without permission. This can include music, images, written words, video, and variety of other media.

At one time, a work was only protected by copyright if it included a copyright trademark (the © symbol). According to laws established in 1989, however works are not copyright protected with or without the inclusion of this symbol.

Anyone who reproduces copyrighted material improperly can be prosecuted in a court of law. It does not matter if the form or content of the original has been altered - as long as any material can be shown to be substantially similar to the original, it maybe considered a violation of the Copyright Act.

To avoid plagiarism is to not violate others' copyrights which is to properly reference the sources in literature, give the credits to the original creators or get the original creators' permission when publish ing others' work. 

Photography Thesis Ideas

According to Synonym.com, it gave a few tips on photography theses. 

Conveying a story: Photography is not about simply capturing a snapshot of an objective reality. As students will have learned during their courses -- and probably realized before they started formally studying photography -- photography uses real-world images to convey the world as the photographer sees it. In this way, a photographer can tell a story by preparing a scene for his camera. Some photography students experiment with ways to tell stories with photographs as their thesis. 

Understanding Emotions: Art expresses the infinite range of human emotions. These include basic contentment and fear of the unknown, to more abstract notions such as awe and the sublime. Photography students working on their thesis can experiment with expressing emotions with photographs. Different items evoke these emotions in different individuals, just as different individuals notice different items in any given situation. Students can use what they've learned to prepare scenes, or simply photograph everyday situations, and use their technical skills to emphasize the scene's elements that evoke the photographer's emotions. By emphasizing these elements in the photographs, they can communicate what the photographer felt, and why.

Photojournalism: Not all photography is purely artistic. Photojournalists use their skills to capture real-life scenes that tell, and supplement, very real stories. Photojournalists -- especially those covering chaotic or violent situations -- do not always have the freedom or ability to frame scenes that other photographers could. Students specializing in photojournalism can choose to do their thesis on ways in which photojournalists can capture discrete events amid fluid scenes. Students can use protests and demonstrations as a laboratory for these techniques.

Article by Micah McDunnigan, Demand Media 

http://classroom.synonym.com/photography-thesis-ideas-4385.html

Ideas for my Thesis Topic

In my field of study, my majors are graphic design and photography, to choose a topic for the thesis I am going to write had made me have some ideas in my mind. During class by Mr. Stiff, I had known the principles of how to choose a good and right topic; Topic needs to be related to my field of study. Issues that I want to address and research about. The more narrow and specific the topic the better. Be unique and interesting. Topics that make myself interested in. Consider of self development on what I personally need to be improved... I've had several ideas for my thesis topic; they are:

1: Why is analogue photography gradually fading away? Different between analogue photography and digital photography.

This topic isn't absolutely a fact that analogue photography is fading away in the current time; through Wikipedia Analogue Photography page: "Analog photography has in fact become much more popular with younger generations who have become increasingly interested in the traditional photographic practice; sales in film-based cameras began to soar, and youth were seen to embrace some 19th-century technology Urban Outfitters, a popular clothing chain has picked up on the trend and now offers more than 60 product combinations relating to cameras, most of which are film-based." 

However analogue photography isn't as popular as the 80's; in current society, analogue photography is used by a small amount of people; instead most popular photography mediums nowadays are phonography which is taken by the smartphones' build-in cameras; DSLR is another most poplar used camera for the professional photographers to work with. 

The reason behind this idea is because I wanna achieve my photography field by knowing and deeply studying analogue photography to easily experiment with analogue photography in the dark room. And there's an argument between the analogue photography and digital photography - which one is better?

2: Perception of photography. Photography in art memory.

What do people think about photography? Is it a medium to record and document reality by vision or is it supposed to be an art form? This topic argues whether photography should be considered as art or not. An active research can properly help develop the thesis. 

3: What is the trend of contemporary photography? Is selfie considered documentary photography or art photography?

I got this idea while talking to Mr. Stiff in person, the original idea was the argument whether photography should be considered as art or documentary, because it is a medium that records and documents the reality of vision, but the photographers can convey the reality of vision in an art form by planing and organising a scene and a photo shoot; although it is only my opinion perceiving and understanding photography, different people have different opinions; some might think that photography is just art, nothing to do with documentary.