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Running head: BEHAVIOURAL SCIENCE CHECKLIST AND TIP SHEET 1

BEHAVIOURAL SCIENCE CHECKLIST AND TIP SHEET 2

Psychology: Behavioural Science: Checklist/Tip Sheet for writing a Research Report

Wing Hong Fu

Western Sydney University

Abstract

This is an exemplar sentence to illustrate where the first line of the Abstract should be located (see below for more information). The abstract is not the space to give lots of details about each paper you have included in the introduction nor is it the place to be going in-depth into your mythology/results, but rather, the Abstract should be giving a general overview of your overall viewpoints, arguments, methodology, and conclusions. Additionally, in order to preserve the correct layout for a research report, you will find the Assignment Preparation and Title Construction sections after the References section—regarding the chronological order of approaching your assignment, the aforementioned sections should technically go before you begin writing any other part of your research report. Therefore, it is advised that you scroll down (p.12) and read the assignment preparation and title construction sections before coming back up here to continue reading.

· Is the abstract section on the second page of your manuscript?

· Is the abstract section headed with “Abstract”, horizontally centred at the top of the page, double line spaced, and not in boldface? (see start of this page for an example)

· Is the abstract written in one paragraph without indentation and double spaced, left justified, beginning directly below “Abstract” (no extra space/line)?

· Does the abstract summarise the study clearly plus concisely and contain:

· An overview of the general topic area, study aims, and hypothesis/hypotheses

· Information on the participants and experiment methodology

· A concise statement of key findings and if hypothesis/hypotheses were supported

· Brief statement of the key implications of the your experiment’s findings

· Is the abstract within 150 words and written in past tense?

· Does the entire abstract fit onto the second page?

· General Rule of Thumbs:

· The abstract is usually the last section to be written

· An abstract’s word limit is typically 10% of the assignment’s word count up until 250 words. (i.e., a PhD Thesis would still contain a 250 word limit abstract).

Psychology: Behavioural Science: Checklist/Tip Sheet for writing a Research Report

This is an exemplar sentence to illustrate where the first line of the introduction should be located (see below for more information).

· Is the Title horizontally centred and repeated in uppercase and lowercase with no boldface on at the top of the first “proper” page of the report? (see start of this page for an example)

· Does the first sentence of the introduction section start with an indent on the line directly below the Title? (see start of this page for an example)

· Does the introduction section start with a broad statement about the research topic?

· Is this board statement then followed by another statement explaining why this research topic is an interesting/impactful/important aspect to explore? (i.e., what does your research mean in relation to human behaviour)

· Does this first introduction paragraph end with clearly defining what your manuscript is about? (i.e., paraphrasing your aim)

· Does the next introduction paragraph (i.e., second paragraph) explain relevant theories and ideas with definitions of key terms and concepts?

· Does the following introduction paragraphs (i.e., third paragraph and onwards) then:

· Examine past research in a concise and critical manner? (i.e., looking at both sides—for and against—of all arguments)

· Utilise appropriate research evidence? (e.g., primary sources, experimental journal articles, most (not all) journal articles are current—within five years—journal articles, avoid referencing Wikipedia/Textbooks/Unverified Websites, among others)

· Link previous research to your current research aim? (i.e., does the research that you have critically reviewed logically lead to the aim of your experiment). This is achieved by:

· Critically thinking about how the Independent Variable/s has an effect on the Dependent Variable/s in a theoretical manner (i.e., why one level of the IV impacts the participant’s performance in the task).

· Examining both the experimental and the theoretical support for your overall viewpoint on the research question. (i.e., you have made a clear effort to construct an organised review of the topic with a logical argument throughout the entire manuscript).

· Reviewing any existing evidence (i.e., explaining previous research findings) that can support the idea of the Independent Variable/s influencing the Dependent Variable (i.e., in what ways does prior research demonstrate that the Independent Variable/s manipulate the Dependent Variable/s).

· Addressing any possible counter arguments and the scholarly sources supporting that/those counter argument.

· Ensuring that all your points/arguments relate to the overall research question.

· Supporting every single one of your arguments/points with scholarly sources.

· Not only considering the results/conclusions of each study but also critically thinking about both how and why each study reached their conclusion—displayed by the way you discuss your chosen journal articles in detail.

· Does your introduction section’s final paragraph:

· Begin with an explicit statement of the aim? (e.g., “The aim of this research/experiment/thesis/report is...”)

· Followed by a statement of the independent variable and dependent variable? (e.g., “The independent variable/s is/are… and the dependent variable/s is/are…)

· Note: typically, you wouldn’t really need to be providing an explicit statement clearly outlining what the independent variable/s and dependent variable/s is/are in the introduction as a good literature review would automatically logically lead to your experiment’s aim and hypothesis/hypotheses. Instead the explicit statements of the independent variable and dependent variable would belong in the “Research Design” segment of the Method section. However, for the purposes of this assignment, you are required to include the independent variable and dependent variable in the last paragraph of your introduction since the Method and Results section will be provided to you and you are instructed to simply copy and paste them into your assignment.

· Finally, this introduction paragraph should finish with an unambiguous statement of your hypothesis/hypotheses which must include the independent variable and its relationship with the dependent variable. (e.g., “It was hypothesised that... [the independent variable/s] will increase/decrease/equal [the anticipated outcome of the dependent variable/s])

· Final check up for the introduction section:

· Does your introduction section visibly demonstrate the importance of the research area being investigated?

· Is the introduction section structured like a funnel (i.e., begins broadly followed by logically leading the reader through prior research to converge on the ‘literature gap’ which your experiment hopes to investigate)?

· Does your introduction section contain:

· A review of existing literature which constructs clear and sound arguments that concludes with the study aim/s.

· Valid and sound logical justification for your arguments and overall viewpoint.

· Logical justification for the experimental design and both the independent and dependent variable/s

· The introduction section finishes with a clear statement of hypothesis/hypotheses.

· Is the literature review segment of the introduction written in past tense; whereas, the aim and hypothesis/hypotheses in the last paragraph written in present tense?

Method

This is where you should copy and paste the Method section provided to you—NOTE: you do not need to paraphrase or edit this section because you will not be marked on this section. However, you will still need to understand the experimental method since your Discussion section should demonstrate your ability to critically analyse the methodology and then provide suggestions for future research based on this critical analysis. Accordingly, please ensure that you have read and understood the Method section provided to you.

Results

This is where you should copy and paste the Results section provided to you—NOTE: you do not need to paraphrase or edit this section because you will not be marked on this section. However, you will still need to understand what the results represent since your Discussion should demonstrate your ability to critically analyse the results and link it back to existing/previous literature (i.e., the literature reviewed in your introduction). So, please ensure that you have read the Results section provided to you.

Discussion

This is an exemplar sentence to illustrate where the first line of the introduction should be located (see below for more information).

· The discussion section should commence on the next double-spaced line below the last line of the Results section. (see above for an example)

· Is the discussion section headed with “Discussion” and horizontally centred at the top of the page in boldface? (see above for an example)

· Does the first sentence of the discussion section start with an indent? (see above for an example)

· Does the discussion section begin with a statement that restates the aim?

· Is this followed by a statement of your results in respect to whether or not the hypothesis/hypotheses were supported? (e.g., “The results are contrary to/support the hypothesis that...”)

· Finally does this first discussion paragraph conclude with a statement about what your results imply about human behaviour? (i.e., relate your results to the statement in your introduction that explains why this topic is an interesting/impactful/important aspect to research)

· Does the following discussion paragraphs (i.e., second paragraph and onwards) then:

· Provide an argument for why your results (for each hypothesis if you have more than one hypothesis) are important and how your results advances scientific knowledge?

· Link your results (for each hypothesis if you have more than one hypothesis) with the previous research that you have already reviewed in your introduction (i.e., are your results consistent or inconsistent with previous studies’ results and why might this be)

· Discuss potential reasons underlying your results—this is when you provide constructive criticism (limitations) towards your experiment/methodology followed by suggestions for how future/follow-up studies might address the issues you encountered to produce meaningful information about human behaviour.

· Note: these discussion paragraphs is where critical thinking is absolutely required and where your marker will be actively seeking out the signs which indicate that you’ve critically engaged with both the existing literature and your own experiment.

· Does your discussion section’s final paragraph:

· Reflect on whether the experiment has successfully achieved the research aim?

· Restate what researchers have learned from this experiment in relation to general human behaviour?

· Final check up for the discussion section:

· All suggestions for methodological improvements must be relevant and accompanied by sound reasoning (i.e., what are the specific issues which may generate confounding variables in your experiment?).

· There are bound to be numerous specific issues in every experiment. As the popular idiom goes “hindsight is 20/20” (i.e., it's easy to know the right thing to do after something has happened, but it's hard to predict the future) and this is also true for research/experimental design. So, now that you have the results and that you’ve experienced the actual experiment, ask yourself: what could have been done better?

· Therefore, generic limitations like: increasing participant size, attaining equal male and female distributions, among others are simplistic and if utilised then they must be intensely explained in relation to how they are actually a confounding variable.

· Are the suggestions for future research logically justified to concentrate most heavily on generating potential development of theory and/or research, and on implications for the real world?

· Have you discussed the theoretical importance of your results?

· Does your conclusion sum up your results?

· Is the discussion section written in present tense?

References

· Is the reference list on a separate page directly after the discussion section?

· Is the reference list headed with “References” and horizontally centred at the top of the page? (see start of this page for an example)

· Did you cross check the in-text citations to ensure that they match the reference list entries?

· See here for a detailed guide on APA references.

Assignment Preparation

· Is your research topic identified?

· Have you conducted a thorough investigation into the existing literature on your research topic?

· Have you obtained sufficient references to support your argument/aim/hypothesis/methodology?

· Have you created a skeleton structure (outline/organisation) of your manuscript to ensure that your arguments are logically structured and are not actually a fallacy?

· Finally, you can go to here plus here for more assignment preparation tips and here plus here for more general academic writing tips deliberately created by Western Sydney University to assist assignment preparation.

Title Construction

The format of your title should follow this structure: “Effects of IV(s) on DV”. However, you will also need to illustrate to your reader the specifics of this effect. For example, if I had “Effect of self-affirmation on self-esteem” and my results demonstrate that self-affirmation increases an individual’s self-esteem then a more specific and appropriate title would be “Self-affirmation facilitates the development of increased self-esteem”. It is advised that the title is written at the same time as your abstract (the title of the last things to write even though it belongs at the start of your paper).

· Does your Title contain the Independent Variable?

· Does your Title contain the Dependent Variable?

· Does your Title contain the specifics of the effect/relationship between the variables? (e.g., The IV increases/decreases/has no effect on the DV)

· Is your Title within 10 to 12 words?

APA Formatting

· Is there a manuscript page number on the top right of every single page?

· Are all pages numbered consecutively with “1” starting on the Title Page?

· Is there a running head on the top left of every page? (including the Title Page)

· Is the Title Page the only header that includes the words: “Running head:”? (see first page of this manuscript in comparison to the other pages for an example)

· Is the running head a shortened version of your title?

· Is the running head 50 characters or less including spaces and punctuation?

· Is the running head in capital letters/uppercase?

· Does your title page include:

· The Title

· The author’s name (your name)

· Name of the education institution (e.g., Western Sydney University)

· Is your title 12 words or less, vertically and horizontally centred on the page with all main words capitalised, double line spaced, and not in boldface?

· Is the author’s name vertically and horizontally centred on the page, double line spaced, and not in boldface (usually, middle initials are not included)?

· Is the name of the education institution vertically and horizontally centred on the page with all main words capitalised, double line spaced, and not in boldface?

· Is the footer/header the same font as the body text and in size 10 font?

· Does your manuscript follow APA format? (click here for an unofficial but surmised guide)

· Is the manuscript in Times, Times New Roman, Courier, or Arial?

· Is the manuscript in size 12 font?

· Is the manuscript in double line spacing with no additional spacing between title and first paragraph, or between paragraphs, or between references in the reference list?

· Is the text in the manuscript not justified on the right hand margin? (i.e., left justified texts)

· Have you indented, with one tab space, the first line of each paragraph in your “proper” report? (i.e., not including the abstract section)

· Are numbers between 0 and 10 written as words (e.g., zero, one, two, three...) while numbers over ten are in written as numerals (e.g., 11, 54, 69, 1234, 54320, 345476...)

· Are all your manuscript’s headings in APA style:

APA Headings
Level	Format
1	Centred, Boldface, Uppercase and Lowercase Headings
2	Left-Aligned, Boldface, Uppercase and Lowercase Heading
3	Indented, boldface, lowercase heading with a period. Begin body text after the period.
4	Indented, boldface, lowercase heading with a period . Begin body text after the period.
5	Indented, lowercase heading with a period. Begin body text after the period.

Final Tips

An easy way to ensure that your assignment is well written is to ask yourself “Why have I included this sentence here and what does this sentence tell the reader” for every single sentence inside your assignment as this will ensure that every sentence you write has a purpose; thus, tremendously improving flow within paragraphs. Other easy ways to maintain a well written manuscript is to (1) try and keep every paragraph to one theme/point; (2) attempt to limit your paragraphs to typically only include three to five sentences; (3) include sentences, at the beginning and at the end of each paragraph, whose sole purpose is to provide a link between your paragraphs as this will ensure that there is a logical flow throughout your entire manuscript; (4) avoiding the usage of derogatory terms, slang terms, informal language, and first person language (I, me, etc.); and finally (5) utilise formal language and the passive voice (e.g., “it was done”, not “I did”) to make your manuscript appear professional. (These points are assessed on the marking criteria under “Clarity of Premises and Conclusions”).

Furthermore, to ensure that your manuscript makes grammatical sense, it is usually highly advised that you proofread your assignment in your head followed by then verbally proofreading it out loud (regardless of how silly it makes you feel—honestly, I still feel silly myself when I do this, but it is super important); alternatively, the text-to-speech feature on your computer can be used to accomplish this instead of your own voice. I would also recommend that you use a dictionary and a thesaurus while writing: the dictionary should be used to check words that you’re unfamiliar with or to double check that you are in fact actually using the word you want rather than a similarity spelt word; whereas, the thesaurus is used to enhance your writing by slowly gaining familiarity with complex words (although, using complex words do not always equal better marks and could actually result in a loss of marks if used improperly) and to remove over repetition of common words.

A personal recommendation regarding when you should use quotes in psychology research reports: “only quote if it is absolutely necessary”. For example, if you want to directly counteract a claim/statement/result made in a journal article then it would probably be appropriate to use a direct quote as that enables the greatest impact for your sequential fault-finding sentences; otherwise, paraphrasing would probably be best as paraphrasing demonstrates to your marker that you truly understand the topic being discussed.

Additionally, a very common question I get asked is “How many references do I need?” and the answer to this question is: it depends on what type of argument you’re attempting to make in your manuscript. For example, if your argument is a critical evaluation of a study and how their main assertion/conclusion is flawed then theoretically your paragraph would begin by explaining (in extreme detail) the original study followed by logically castigating their study. Accordingly, this argument would only contain one reference but could still result in a high distinction mark if done correctly. Alternatively, your argument might be a compare and contrast styled paragraph in which case you would begin with explaining one reference (i.e., Author A introduces “this model”), followed reviewing another reference (i.e., However, Author B says that Author A is clueless about the topic and thus Author B proposes “this completely new model”) which could then be followed by including another set of references (i.e., Nonetheless, Author C, D, E, and F’s experimental results support Author A’s original model), then another reference (i.e., Despite Author C, D, E, and F’s findings, Author G was able to rationalise both Author A, C, D, E, and F’s findings to a common unexamined fundamental assumption and thus Author G attempts to mediate between Author A’s model and Author B’s model to create another brand new model—these references would then of course be followed by yourself logically and critically analysing all 3 models (i.e., Author A’s, Author B’s, and Author G’s). Accordingly, this argument would contain seven references but could still result in a high distinction mark if done correctly. Therefore, evidently the amount of references do not always equal high marks and thus the important thing is to make sure that you’re using your references well rather than making sure that you have a lot of references.

Methods & Resources to Ease your Western Sydney University Journey

Accessing the University Library Off-Campus

Please follow the instructions here to gain access to journal articles on your personal computer when you're off campus. Once you've followed the instructions, please remember to click on the "Fulltext @ WestSydU Lib" at the beginning of your research session and then sign in using your student number and password to access the journal article without needing to purchase it—after logging in for the first time of that research session you can just click on the title of the subsequent journals like normal and still have free access to the articles available on the Western Sydney University Library.

Alternatively, if the journal article you’re looking for still is not available and there is still enough time then you can always send a quick, but polite, email to the Author of the Journal Article you’re trying to access since some journal publishing companies (e.g., Elsevier or Springer) allow authors to distribute their own articles under certain conditions.

Research Techniques

Part of becoming a good academic/student is your ability to research a given topic. Accordingly there are several basic search terms that can be applied to most search engines. For example: if you were to search "Domestic Violence" in Google then you are asking the search engine to look for ANY result with either Domestic OR Violence. If you were to add quote marks (i.e., "Domestic Violence") then you are asking the search engine to only look for results where the two words appear together in that configuration. For more refined and specific searches, you can even use the "+" and "-" sign modifiers—so, if we only want to see males as the victims of domestic violence but ensure no results which include children appear in the results then we would type: "Domestic Violence" +Male -Children to get an enormously reduced number of results. For even more advanced searching techniques, you can click here to see how the basic Boolean Operators (i.e., AND, OR, NOT) work.

Forward and Backwards Citation Searching

Building upon the “Research Techniques” above, there’s another strategy that you can administer in order to build upon your knowledge on any given topic. This strategy is known as Forward and Backwards Citation Searching (i.e., (1) Tracing References Backward/Forward, (2) Reference Searching, (3) Chain Searching, (4) Citation Mining, (5) Treeing Forward/Treeing Backwards, and finally (6) Pearl Growing) and requires you to already have located at least one high-impact article or key publication (i.e., the core reading provided to you for your assignment) in the area of study you’re interested in as a starting point for this strategy.

This one high-impact article or key publication should be a well-respected journal article which establishes the fundamental technique/theory you are investigating or it should be an innovative journal article which introduces a breakthrough in the area of study you are investigating—alternatively, in the unfortunately event that neither types of journal articles are available, it is possible to apply this strategy to the “best” journal articles from a previous search you did as the starting point of this strategy.

The reason why this strategy is so valuable is because Citation Searching relies on the expertise of the Authors behind peer reviewed journal articles to link you to pertinent literature through their references. Accordingly, you get to take advantage of a peer reviewed journal article author’s subjective mastery of their topic/literature relating to their field and you get to avoid the problems associated with having to find/use the “correct” scientific vocabulary related to that topic to search for journal articles. Finally, Citation Searching allows you to access what the scientific/scholarly community deems valuable or useful in that sense that “the article” has both been originally peer reviewed then cited in another peer reviewed journal article (i.e., at the very minimum there is at least 4 independent experts on that topic who think that the content inside “the article” is worthwhile discussing). Accordingly, now that you know what Citation Searching is, you might be asking “well, how does one actually conduct Forward and Backwards Citation Searching?”

Backwards Citation Searching is good for recent publications and meta-analyses publications; however, this method is only useful for finding sources older than your starting article. This is the Citation Searching method that almost all university students know how to do—Backwards Citation Searching is achieved by simply looking at the reference list of the one high-impact article or key publication to identify other relevant scholarly sources or by following the pictures below.

Backwards Citation Searching is extremely useful for: (1) understanding the development and origin of a specific construct/theory/model/method, (2) building your own understanding and knowledge on the particular area of study/topic of interest, and (3) identifying key organizations, institutions, or authors which specialize in your particular area of study/topic of interest. This method can then be continued back several generations (or even indefinitely) by also checking the reference lists of the other relevant scholarly sources for more useful citations. This continuation is excellent for identifying inconsistencies in the literature (i.e., when multiple authors start to regularly paraphrase/interpret the same journal article differently). However, Backwards Citation Searching becomes inadequate when the original one high-impact article or key publication’s release date was a long time ago (e.g., over 5-10 years ago).

Forward Citation Searching is good for old publications. Forward Citation Searching becomes really useful when the one high-impact article or key publication’s release date is over 5 years old. Forward Citation Searching is when you go onto databases/literature search engines/library websites and look for other journal articles that have cited/referenced the original one high-impact article or key publication (i.e., finding literature created after the original one high-impact article or key publication's release date). This method allows you to identify newer literature which uses your original one high-impact article or key publication in their research. Forward Citation Searching can also be continued for several generations (i.e., the old original one high-impact article or key publication might lead you to a newer high-impact article or key publication which you also conduct a Forward Citation Search on—and so forth). Forward Citation Searching is extremely useful for: (1) identifying new developments/findings on the particular area of study/topic of interest, (2) building upon your knowledge of the particular area of study/topic of interest by locating follow-up experiments to the literature that you are already familiar with, and (3) discovering new techniques of data analysis or methodologies utilised to examine the particular area of study/topic of interest. Forward Citation Searching can be achieved by following the images below.

Google Scholar:

Western Sydney University Library:

Although Citation Searching might appear to be an unbeatable research technique, there are still downsides to it—for example, Citation Searching will fail to locate relevant literature from other fields of study if the authors from the two journal articles originate from the communities of two very distinct fields. Similarity, Citation Searching generally fail to find “hidden” gems since it relies on the literature that is commonly utilised in the particular area of study/topic of interest. Consequently, there are hazards to using only Citation Searching and thus Keyword Searching (found in “Research Techniques”) should be used in conjunction with Citation Searching and Author Searching: reviewing a key author's (in the particular area of study/topic of interest) previous work and publications through searching via their name and also looking into (via networking/emails) the development of their later or more current research in order to examine new developments.

Referencing Assistance

Western Sydney University's APA Referencing Guide: You can find the Western Sydney University Library's APA6 Referencing Guide here.

Time Saving Strategies for Referencing: There are a few tips and tricks that you would normally pick up along your university undergraduate journey which relate to different methods/strategies to speeding up your referencing. To get you started on this, I am going to point you in the direction of one “beginner” and one “advanced” strategy; however, regardless of the method you use (even if it’s one you found yourself/one you made up) you must make sure that you check every single one of your references against your own universities’ reference guide (sometimes each university has their own little “adjustments” to the proper/official referencing style—for example, almost every university in NSW appears has their own slightly different version of the “Harvard Referencing Style”).

The beginner strategy is to make use of the fact that almost every online library system has a button which you can press to reveal a pre-made reference typed up by a librarian. However, you have to be very careful when using these pre-made citations—they usually contain all the information, but not always; therefore, you might be required to find and add the missing information yourself (nonetheless, these pre-made citations will still save you typing time); for example, in APA6 style, you rarely find that the pre-made citations include the DOI even though the DOI is a requirement in APA6 style and marks could potentially be deducted for not including the DOI (as a sidenote, DOIs always start with “10.” and thus sometimes the DOI can be found by simply looking at the article’s URL). Additionally, these pre-made citations were created by another human being and therefore are also prone to error which further reinforces that fact that you should double check every single one of your references. Look at the images below to find out where the button is for Western Sydney University Library and Google Scholar.

Western Sydney University Library:

Google Scholar:

The advanced strategy is to make use of the various Referencing Management and Tools Software available on the internet; nevertheless, as a forewarning: try not to lost down the rabbit hole of which one is better than which or looking too in-depth into them and then picking an overly complex one (remember that you are probably only going to be submitting 1000 to 3000 word psychology assignments in your undergraduate degree and not a PhD of 80,000+ words so my advice is to try to keep it simple to start off with). Additionally, I would suggest that you just rely on editing the pre-made references if the Referencing Management and Tools Software become too confusing after you have taken a glance at them.

Considering that there are a lot of different Referencing Management and Tools Software available on the internet I am going to direct you to this link here which introduces a wide range of Referencing Management and Tools Software available on the internet followed by outlining how to use each one via a short video. I will also say that typically people go for Zotero or Mendeley since they’re free (some of the others are not free). Personally, I mostly use Mendeley myself since it comes with 2GB of free cloud storage compared to the 300MB that Zotero does—note the word “mostly” because you too will probably eventually end up using a few of these Referencing Management and Tools Softwares simultaneously as you learn to master them (if you choose to use them at all).

Finally, keep in mind that these programs are still prone to error and thus you should still double check every single one of your references.

Free Microsoft Office

As a student of Western Sydney University, you actually have access to FREE copies of Microsoft Office (e.g., Microsoft Word, Microsoft Excel, Microsoft PowerPoint, etc.) that you can download and install onto a maximum of five devices during your enrolment at Western Sydney University. If you are interested, please click here for more information on this Western Sydney University incentive. Alternatively, click here to go straight to the download/installation instructions.

It is also worth noting that you have access to Microsoft Office Online via OneDrive if you do not wish to download and install the software onto your computer. Please click the first hyperlink for detailed information on how to access Microsoft Office Online or go to your Campus’ IT desk for detailed assistance.

Finally, a pretty decent template for APA 6 formatting style can be found and downloaded from here. It is worth noting that this is originally designed for a Research Report or a Thesis in APA 6 Format Style.

By Wing Hong Fu

By Wing Hong Fu By Wing Hong Fu