student guide - ipbeja noticias/2018...fieldtrip to badajoz (merida), spain, area with invasive...
TRANSCRIPT
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Invasive Species in the
Guadiana River basin.
How to minimize the problem?
Polytechnic Institute of Beja - Portugal Maria de Fátima Nunes de Carvalho, Anabela Cândida Ramalho Durão AERES University of Applied Sciences Almere - Netherlands Annet Pouw, Floris Keizer EDIA - Portugal Ana Ilhéu Participating Universities Aeres University of Applied Sciences, Almere, the Netherlands Polytechnic Institute of Beja, Portugal Federal Institute of Santa Catarina, Florianopolis, Brazil University of Agriculture, Kraków, Poland University of Zadar, Croatia Aleksandras Stulginskis University, Kaunas, Lithuania
STUDENT GUIDE
Module name: Integrated Project International Aquatic Ecosystem Analysis
Module code: IIPR
Year: 2017-2018
Date: 5 February - 9 March 2018
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Contact details Polytechnic Institute of Beja - Portugal Maria de Fátima Nunes de Carvalho, [email protected], +351919186207 School of Agriculture, room 19 Anabela Cândida Ramalho Durão, [email protected], +351965478417 School of Agriculture, room 21 International Office (Maria Cristina Palma), [email protected] / [email protected],
+351 284 314 400, School of Technology and Management
AERES University of Applied Sciences Almere - Netherlands Floris Keizer, [email protected], +31(0)6 2391 4542 Annet Pouw, [email protected] Aleksandras Stulginskis University, Kaunas, Lithuania Laima Cesoiene, [email protected] Midona Dapkiene, [email protected] EDIA - Portugal Ana Ilhéu, [email protected] Federal Institute of Santa Catarina, Florianopolis, Brazil Eduardo Cargnin Ferreira, [email protected] University of Agriculture, Kraków, Poland Piotr Bugajski, [email protected] Karolina Kurek, [email protected] University of Zadar, Croatia Bosiljka Mustac, [email protected]
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Contents
Contact details ......................................................................................................................................... 2
1. Introduction .................................................................................................................................... 5
1.1. Context .................................................................................................................................... 5
1.2. Professional role and task ....................................................................................................... 5
1.3. Learning objectives .................................................................................................................. 5
2. Competences .................................................................................................................................. 6
3. Assessment ..................................................................................................................................... 7
3.1. Evaluation Criteria ................................................................................................................... 7
3.2. Organization ............................................................................................................................ 8
3.3. Detailed planning .................................................................................................................... 8
3.4. Tasks ...................................................................................................................................... 12
Annex 1 – International Aquatic Ecosystem Analysis ............................................................................ 14
Annex 2 – Module Description .............................................................................................................. 15
Annex 3 – Assessment Project Plan ....................................................................................................... 16
Annex 4 – APA Guidelines ..................................................................................................................... 17
Annex 5 – Checklist report writing ........................................................................................................ 22
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1. Introduction
This project is organised by Polytechnic Institute of Beja (IP) in Beja (Portugal) and AERES University of
Applied Sciences Almere (Netherlands), and hosted enterprise by EDIA (Empresa de Desenvolvimento
e Infra-estructuras do Alqueva). The project is part of the International Ecosystem Analysis Programme
of AERES University of Applied Sciences Almere and the Master Environmental Engineering of IPBeja.
Background information on the International Ecosystem Analysis programme can be found in “Annex
1 – International Aquatic Ecosystem Analysis”.
1.1. Context Water systems are very interesting to work with due to their complexity. To mention a few elements:
water systems integrate different scales, users and others stakeholders, ecosystems and different
fields of knowledge such as hydrology, engineering and ecology. This specific integrated project takes
place in the Alentejo in Portugal and it is related to the Guadiana River Catchment. One of the problems
is the Invasive Species in the Guadiana River Basin coming from upstream to the river (Spain).
1.2. Professional role and task In this project you will take the role of Advisor spatial planning for water ecosystems. This role is
referred to as your professional role during the project. You will work in an international team of
students. In this way different skills, knowledge and expertise of the group members have to be
combined (integrated) to come to the best possible result.
The professional task of the groups will be to study the Invasive Species in the Guadiana River Basin
and come with an advise for a solution (measures) which takes stakeholder interests into account.
Lastly, the solution should meet the relevant policy framework and wishes and be tested in an impact
assessment. To finalise the advice, it will have to be presented in a report and in a presentation for the
stakeholders.
Your official client (and co-assessor) is EDIA.
1.3. Learning objectives The professional task integrates the following learning objectives: After finishing the project successfully, the student is able to:
Work in an interdisciplinary context;
Work in an international context;
Develop a relationship with stakeholders;
Develop a comprehensive solution to invasive species integrating different stakeholder interests;
Perform an impact assessment on his/her own solution.
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2. Competences
The official Module Descriptor for this project is presented in “Annex 2 – Module ”. Below the competences are described, which are 6 out of the 10 core Aeres-competences. In the past companies generally concentrated on the knowledge and training of their employees, and all
training was primarily focused on theoretical knowledge. Nowadays companies and educational institutes
are focused on competencies. That is why the AERES UAS works on integrated cases and practical experience
projects. Aeres UAS students are expected to work systematically on the development of competencies for
the full duration of the course.
Table 1. Competences
Nr Competence level Indicators.
Shown within project at:
1 To show
leadership
capabilities
3 Coaches the development of employees and shows exemplary
behaviour; retains overview in complex situations, takes initiative at
key strategic moments to administer processes of change and
applies an appropriate leadership style.
Process management of the project and product.
3 To present 3 Is able to communicate messages about complex topics in an
understandable and persuasive manner to a critical target audience,
thereby consciously choosing the most effective form of
communication.
Presentation of measures for audience with stakeholders.
5 To innovate 3 Uses creativity to develop new products, services and applications
that are of use in practice.
Proposal for measures for a complex problem and taking
stakeholder interests into account.
7 To introspect 3 Has a clear understanding of one’s own behavior and directs one’s
own development with the purpose of matching one’s functioning
with one’s work environment.
Critical reflection on sub-products and contribution to the team.
8 To enterprise 3 Seizes chances and opportunities and turns these into desired
results at one’s own risk.
Contact with the stakeholders and creativity in the process and
product.
10 3 Considers the world one’s playing field and functions well in an
international environment.
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Appreciate
the global
perspective
Cooperation in an international project team.
3. Assessment
The results of the students in this project will be evaluated in an assessment. In this chapter you can
find the evaluation criteria, the organization and planning and the description of the different tasks in
the assessment.
3.1. Evaluation Criteria The assessment criteria are indicated in table 2.
Table 2. Assessment criteria of the project
Product / process
indicator Criteria Assessment Minimum
1. General report According to checklist report writing and citing
according to APA guidelines. Both documents are
available in the Annex.
Pass / fail Pass
2. Stakeholder process
All involved stakeholders are described.
Stakeholder interests are taken into account in the final proposed measures.
Professional communication with stakeholders.
1 - 10 5,5
3. Measures List of possible measures to solve the indicated problem.
Proposal for best measure (realistic, economically viable, minimum environmental impact and content stakeholders).
1 - 10 5,5
4. Environmental Impact assessment
All environmental impacts are described.
Evaluation of possible measures. 1 - 10 5,5
5. Presentation The presentation has a logical structure.
The presentation has attractive lay out.
The presentation finishes within given time.
Information is given convincingly and on a professional level.
Questions are answered accurately and politely.
1-10 5,5
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3.2. Organization
The project lasts 5 weeks and accounts for 8 ECTS.
The students will work in groups of 4-5 persons. Each group will work on its own product. Because of
the international character of the group, group composition is made by the coordinators to make
sure groups are diverse with respect to background, level and nationality.
Table 3. Group division
Group 1 2 3 4 Philip Mikay Daniel Jordy Thomas Rozemarijn Collin Ivana Marija Martin Lucija Marcin Sara Maja Jerko Manuel Sergio Arlindo Karina Raminta
3.3. Detailed planning
Figure 1. Overview of the workflow in the integrated project.
An overview of the workflow is given in figure 2. The table on the next pages provides details on a
day-to-day basis.
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Week 1 (5-9 February): Making a project plan
Sunday, 4-2
Arrival to Beja
Monday, 5-2
09:00 Pizzeria Milano Meeting for departure Field Trip
09:30 Field trip to Alqueva Multipurpose Development: CIAL – Information Center of Alqueva, demonstration of boat disinfection station
13:15 Picnic Lunch
13:30 Pedrógão Dam (pumping station, fish device passage, passage on the top of the dam)
16:30 Workshop 1: Evaluation Rules (announce groups and get aquainted informally)
Tuesday, 6-2
09:00 Agrarian School: Room 2
Group work 1: Project plan preparation
12:00 Visit to the main facilities (botanic museum, library, canteen).
13:00 Canteen Lunch
14:30 Welcome session: President of IPBeja, President of EDIA, pro-presidents of IPBeja (vice), Director of ESA and Director of Department TCA
15:00 15:00 – 15:30 – EIS: a global problem with local impacts – EDIA 15:30 – 16:00 – Life Projet INVASEP 16:00 – 16:30 – Aquatic invasive macroinvertebrates – Évora University. 16:30 – 17:00 – Discussion and final questions
Wednesday, 7-2
07:15 Pizzeria Milano Meeting for departure Field Trip
07:30-16:30
Fieldtrip to Badajoz (Merida), Spain, area with invasive species problems
Thursday, 8-2
09:00-10:00
Workshop 2: Aquatic ecosystem and biological control
10:00 Group work 2: Work on project plan
13:00 Canteen Lunch
afternoon Group work 2: Work on project plan
Friday, 9-2
09:00-10:00
Workshop 3: Ecosystem functioning, tipping points and invasive species
10:00 Group work 3: Work on project plan
13:00 Canteen Lunch
14:00 Assignment 1: Presentation of project plan
16:00 Approval or advice for improvement (GO/NO-GO)
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Week 2 (12-16 February): Understand the problem and write problem description
Monday, 12-2
09:00-10:00
Workshop 4: Environmental risk assessment of biological toxic stressors in Alqueva reservoir.
10:00 Group work 4: Start writing the Introduction
13:00 Canteen Lunch
afternoon Group work 4: Start writing the Introduction
Tuesday, 13-2
University closed (Carnaval)
Wednesday, 14-2
09:00 Workshop 5: Aquatic Invasive Species Regulations (EDIA)
10:00 Workshop 6: Water policies (Portuguese, EU, local)
afternoon Group work 5: Work on group project
Thursday, 15-2
09:00 Workshop 7: Water quality and aquatic invasive species (IPBeja)
afternoon Group work 6: Work on group project
Friday, 16-2
09:00 Group work 7: Work on group project
13:00 Canteen Lunch
14:00 Assignment 2: Presentation of progress
Week 3 (19-23 February): Propose a solution for the problem
Monday, 19-2
09:00-10:00
Workshop 8: Stakeholder communication
10:00 Group work 8: Preparation of stakeholder meetings
13:00 Canteen Lunch
14:00 Pizzeria Milano City Guided Tour
Tuesday 20-2
09:00 Group work 9: Preparation of Stakeholders
14:00 Meeting with stakeholders Associações de regantes:
CAIA;
LUCEFIT;
Vigia;
COTR;
Águas Publicas do Alentejo;
Águas do Vale do Tejo
Wednesday/Thursday 21/22-2
Group work 10: Design conservation plan, taking in account policies and stakeholders
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Thursday 14:00
Main entrance of the School of Technology and Management
“Quiz about Portugal” and “Tasting Portugal”
Friday, 23-2
09:00 Group work 11: Work on group project
13:00 Canteen Lunch
14:00 Assignment 3: Presentation of progress
Week 4 (26 February-2 March): Inclusion of environmental impact assessment
Monday, 26-2
09:00 Workshop 9: Environmental Impact Assessment
10:00 Group work 12: Work on solutions and EIA
13:00 Canteen Lunch
14:00 Receive feedback on problem solutions
Tuesday-Wednesday, 27/28/2
Group work 13: Work on solutions and EIA
Thursday, 1/3
afternoon Feedback on the progress so far
Friday, 2/3
09:00 Group work 14: Work on group project
13:00 Canteen Lunch
14:00 Assignment 4: Presentation of progress
Week 5 (5-9 March): Finish report and present findings
Monday-Wednesday, 5/6/7-3
Group work 15: Finish report and prepare presentation
Thursday, 8-3
09:00 Assignment 5 and 6: Hand in report and give final presentation
13:00 Canteen Lunch
17:00 Farewell party
Workshop Coordinator
Workshop 1: Evaluation Rules and project plan preparation Floris Keizer; Anabela/Fátima
Workshop 2: Aquatic ecosystem and biological control Eduardo F. Cargini, UFSC, Brazil
Workshop 3: Ecosystem functioning, tipping points and invasive species Floris Keizer
Workshop 4: Environmental risk assessment of biological toxic stressors in Patricia Palma, IPBeja
Alqueva reservoir
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Workshop 5: Aquatic Invasive Species Regulations EDIA
Workshop 6: Water policies (Portuguese, EU, local) Luis Santa Maria, IPBeja
Workshop 7: Water quality and aquatic invasive species Teresa Carvalhos, IPBeja
Workshop 8: Stakeholder communication A. Raposo, A. Durão, IPBeja
Workshop 9: Environmental Impact Assessment A. Durão, IPBeja / E. Cargini,
UFSC
3.4. Tasks
In the detailed planning the different activities are already shown, those are related to the tasks you
will have to perform. Below you can read the description of the tasks.
A. Set up a project plan (week 1)
A decent project plan is essential for professional project workers. This is even more so when
working with larger groups and tight deadlines. Official clients will always want to see a project plan
before deciding to work with you. Your project plan is also valuable in communication with
colleagues (colleague students) and superiors. Additionally, the project plan helps you to get full
understanding of the assignment.
The project plan has to be finished in week 1 on Friday the 9th of February: hand in and presented at
15:00h.
The work on the project plan has to be executed during week 1. The teachers will be available for
feedback. Use the detailed project plan format from “Annex 3 – Assessment Project Plan ” and Annex
5 (APA guidelines).
The plan will be evaluated by the teachers according to the following criteria:
Table 4. Evaluation criteria Project plan
Indicators Criteria Evaluation.
Project plan The student:
1. Has phrased the assessment into his own words in a short introduction to the project plan.
Pass / fail
2. Has divided the assessment in sensible work phases/ steps. Pass / fail
3. Has set a realistic time schedule indicating when (days) which phases / steps will be executed and how much time will be spent.
Pass / fail
4. Has made clear which project member is responsible for which task: 1. during meetings and 2. Personal work.
Pass / fail
All criteria have to be evaluated with a pass to be allowed participation in final assessment.
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B. Next steps
The global tasks are:
Week 2. Research and data gathering. Writing Introduction.
Week 3. Design conservation plan, taking into account the Policies and stakeholders.
Week 4. Environmental Impact assessment.
Week 5. Final report with presentation.
Detailed information will be presented during the project.
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Annex 1 – International Aquatic Ecosystem Analysis
1 YEAR PROGRAMME
This English-taught programme on Aquatic Ecosystem Analysis is open to both Dutch and international
students who are interested in careers in one of the following professions:
Advisor Spatial Planning for water ecosystems
Practical researcher Monitoring & Evaluation
Eco-hydrologist
And professions related to the above.
The programme focuses on current challenges such as climate change, dealing with stakeholders in
nature development projects and on the aspects of the monitoring cycle. You will be trained to develop
a professional working method and attitude. To assure that our students are well prepared for the
professional practice, this programme has been developed in cooperation with expert groups from the
water sector. For example knowledge of and practical experience with the Water Framework Directive
will be part of the programme; this is an EU directive that strongly influences the work of a present-
day water professional.
You will be trained to think ‘out of the box’ in an international context and with a focus on sustainable
solutions. You will be prepared to develop yourself further after graduation in a self-directed (study)
path. The programme offers possibilities for careers in governmental organizations at all levels, water
boards, research institutes, consultancy companies and non-profit organizations.
QUALIFICATION
After successfully completing this one-year programme, graduates will receive an internationally
recognized Ingenieur Degree (Bachelor Honours) in Applied Biology
MORE INFORMATION
https://www.aeresuas.com/courses/bachelor/aquatic-ecosystem-analysis
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Annex 2 – Module Description
Integrated Project Aquatic Ecosystem Analysis - IIPR
Coordinator: A. Pouw credits: 8
Module
elements EC Name Exam Period Literature
IIPR 01 8 Assessment and Learning tasks
Assessment T3
Practical guides and additional documents will be provided on blackboard
Entrance requirements:
Standard requirements for all international students (min. 180 EC background in relevant field of study, appropriate level of English)
Professional task:
During this module the student will combine stakeholder interests and water system functioning into multiple restoration/conservation designs that meet policy framework and wishes. The student will test the design in an impact assessment and present and defend it for stakeholders.
Role: Advisor spatial planning for water ecosystems
Methods: assignments, excursions, fieldwork, learning tasks, team work and selfstudy
Fields of expertise:
Learning objectives for the student:
Work in interdisciplinary context
Work in international context
Develop relationship with stakeholders
Develop a comprehensive plan on restoration/conservation integrating different stakeholder interests,
Assessment: You receive the 8 EC for this project if the product and presentation are both granted with a minimum 5.5.
CAH competencies
During the module Integrated Project (IIPR) students will develop at least the following competencies out of the ten core Aeres-competencies: 1 To show leadership capabilities 3 To present 5 To innovate 7 To introspect 8 To enterprise 10 To appreciate the global perspective
Final qualifications:
This minor meets the following final qualifications from the bachelor programme of Aeres UAS, Applied Biology: 1. Design, execute and report biological applied research from the perspective of organism- and population level. 2. Communicate results of the biological research in an appropriate way to the target audience. 3. Appreciate knowledge of biological specialisation, apply latest developments and obtain new knowledge. 4. Being able to work on a biological problem in a project-based approach. 5. Have insight in own functioning within the biological field, show sustainable behaviour and be able to justify one´s actions within this field.
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Annex 3 – Assessment Project Plan
18 jan. 2018
Name assessor : Date:
Indicator
Pass/fail Feedback
Problem
background
and description
Study area
Methodology
Project tasks,
planning and
organization
References
Report
• The introduction describes the broader context of the problem, trends and developments:
why and for what or whom is this problem urgent (=relevance).
• The introduction describes what is known (theoretical framework) and what is not known
(knowedge gap).
• The main research question describes clearly which answer is wanted.
• The subquestions contribute systematically to answering the main question.
• All statements from literature are given a citation.
• The research methodology suits the research questions.
• The methodology is justified.
• The data-analysis suits the theme of research and the data collection method (if
applicable).
• All research subject and variable are given.
• Criteria as given as to which literature to include.
• Min. 10 references from scientific sources (peer-reviewd).
• Literature list is formatted according to APA.
• All chosen references are relevant.
• At least 5 references are actual (<10 years old).
• The report meets all applicable criteria set in the document 'checklist report writing'.
• The methodology is broken down into separate tasks.
• A realistic planning with tasks and hour allocation (estimated) is given.
• Division over the project group members is described.
• All activities are specified (moments of group work).
• Study area and spatial scale of the problem is given.
• Scale of analysis is described.
Assessment project plan
Name students :
Grading criteria
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Annex 4 – APA Guidelines
ESSENTIALS CITING SOURCES Summary of APA Style for citing sources as compulsory for AERES University of Applied Sciences Almere C.E. Westerdijk, R. Veen en A. Oenema, AERES University of Applied Sciences Almere, November 2014
1. Introduction
When writing a scientific paper or any report, you are expected to reflect and comment on the knowledge and research findings from literature. Presenting .text or ideas from others as your own findings is however prohibited. This is called plagiarism. Still, use of information gathered and written down by others is possible through accurate reference. Accurate reference to the sources you use is of the utmost importance. The accuracy of your references will give the cited authors the honour they deserve, and enables the reader to verify your claims:
- which sources you used (reliability); - use of variation in sources; - correct use of the source; - omission of important sources.
There are two ways in using bits of someone else’s work:
- paraphrasing (in your own words); - citing (literal), always between “quotation marks”.
At the end of your paper/report you list all referred sources in a list of references: References. All references should be listed alphabetically in order of last name(s) of the author(s), subsequently author’s initials. All sources in one list, regardless of origin. AERES University of Applied Sciences Almere, adopted the reference system widely used in Psychology, Social Sciences and Plant Sciences: the system used by the American Psychological Association ( APA ). References under this system refer in-text to a source with author and year between brackets. In the Reference list at the end of the text all complete references are included. In this paper we have chosen a two-pronged approach . Examples of the official APA rules that apply to English language publications will always be given. If a particular rule deviates from the conventions of the Dutch language, the Dutch version of a description is given. Latest Word versions have incorporated APA Style (a.o.) for citation and bibliography.
2. In-text reference
Citing or paraphrasing in your paper/article/report requires mentioning the source. The source must be complete described in the References, in the text you refer to the source by mentioning author and year between brackets. Reference of one sentence before the dot, reference of more sentences after the dot. “Citation always between quotation marks.” In-text reference looks like: …. (author, publication year, if necessarily page number(s)) Examples:
- In Vietnam many US Marines were killed or injured. Three percent of the Marines died and approximately 17 percent were wounded in Vietnam. (Pietersen, 2006, p. 97).
- According to Pietersen (2006, p. 97) there were many victims amongst the US Marines in Vietnam: three percent of the Marines died and approximately 17 percent was wounded.
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- In 2006 (Pietersen, p. 97) there were many victims amongst the US Marines in Vietnam: three percent of the Marines died and approximately 17 percent was wounded.
For in-text citations with three, four, or five authors, list all last names followed by commas on first reference (e.g., Smith, Jones, Marks, & Davis, 2011) and only first author followed by et al. and date for subsequent citations (Smith et al., 2011). For six or more authors, use the first author and et al. for all citations. Note: et al. is written with punctuation after al. and not italicised.
- One Author o … (Chalmers, 2008). o Chalmers (2008) … o In 2008, Chalmers …
- Two Authors o … (Chalmers & Robinson, 2008). o Chalmers and Robinson (2008) … o In 2008, Chalmers and Robinson …
- Three to Five Authors o ….. (Chalmers, Robinson, Morrison, Morrison, & Thomas, 2008). o After first reference: (Chalmers et al., 2008) o Chalmers, Robinson, Morrison, Morrison, & Thomas (2008) … o After first reference: Chalmers et al. (2008) o In 2008, Chalmers, Robinson, Morrison, Morrison, & Thomas … o After first reference: In 2008, Chalmers et al. …
- Six or More Authors o … (Chalmers et al., 2008). o Chalmers et al. (2008) … o In 2008, Chalmers et al. …
- Group Authors o … (National Institute of Drug Abuse [NIDA], 2001). o After first reference: … (NIDA, 2001). o In a landmark study, the National Institute of Drug Abuse (NIDA, 2001) … o After first reference: In a landmark study, NIDA (2001) … o Do not abbreviate long or confusing organization names
3. Layout of references in the list
In common: - Only include (all) sources used in the paper, use original layout of titles - Arrange entries in alphabetical order by last name of author - Use a hanging indent: the first line is at the left margin; subsequent lines are indented half an
inch. - Use one space only after all punctuation, except ., (including author’s initials) - Only use the initials of the authors' first and middle names. - List all authors in reverse order: last name, first and middle initials. - If two or more authors are listed, use an ampersand (&) before the last author. - List up to seven authors; if there are more than seven authors, list the first six followed by
three dots … and then the last author. - Use commas after authors' names and before an ampersand.
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- If no author is given, start with the institute or title and then the date. - Only include the issue number for journals that have separate pagination for each issue. Add
the issue number in parentheses after the volume number, e.g., Journal of Animal Science, 23(5), 2–13.
- If no date is given, use (n.d.) [= no date].
General form Reference list Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Journal, xx, xxx-xxx.
Examples Reference list Journal Articles, Newspapers Last name Author, initial(s), (Publication date). Title article: Possible subtitle. Name Journal or Magazine or Newspaper, volume, page number(s). Examples:
- Ouwerkerk, D. van, & Grinten, J. van der (2004). De kracht van zacht: Wat mannen over vrouwelijke vergaderstijlen kunnen leren. Interne Communicatie, 4, p. 11-13.
- Dongen, M. van (7 juli 2005). Bestuur hoofdstad is niet effectief. Volkskrant, p. 12. Article (hard copy):
- Cronkite, W., & Walters, B. (2012). The ins and outs of television newscasts. Journal of Journalism and Television, 35, 1977–1985.
Article (hard copy) with subtitle:
- Cronkite, W., Walters, B., & Stern, H. D. (2012). The ins and outs of television newscasts: An analysis. Journal of Journalism and Television, 35, 1977–1985.
Online article with eight or more authors:
- Cronkite, W., Walters, B., Stern, H. D., Bradford, W. A., Jennings, P., Brokaw, T. G., … Costas, B. (2012). The ins and outs of television newscasts: An analysis. Journal of Journalism and Television, 35, 1977–1985. doi:10.1111/1467-8624.00207
Note: If no doi number is given, use “Retrieved from: URL” (use journal home page).
Books Last name Author, initial(s), (Publication year). Book title: Possible subtitle. City of publisher: Publisher. Example:
- Dijk, P. van, & Jansen, F. (2003). Wereldgids: Reisgids door de literatuur. Amsterdam: Promotheus.
Book (hard copy):
- Cushing, P. T. (2005). Counseling as an art: The creative arts in counseling. Alexandria, VA: American Counseling Association.
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Online book (no hard copy): - Jackson, P. K., & Johnson, M. G. (2001). The post-traumatic stress disorder sourcebook: A
guide to healing, recovery and growth [Adobe Digital Editions version]. doi:10.1036/0071393722
- Self, B., Turner, T. J., & Williams, L. (1995). Ethical issues in contemporary society. Retrieved from: http://www.netlibrary.com/
Book with editors:
- Sprinthall, N. A., & Mosher, R. L. (Eds.). (1978). Value development as the aim of education. Schenectady, NY: Character Research Press.
Chapter (hard copy) book:
- Kalish, C. W. (2000). Children's thinking about truth: A parallel to social domain judgments? In M. Laupta (Ed.), Rights and wrongs: How children and young adults evaluate the world (pp. 6–22). San Francisco, CA: Jossey-Bass.
Chapter in an online book:
- Helsley, J. D. (2008). Anxiety disorder due to a general medical condition. In J. Vanin & J. Helsley (Eds.), Anxiety disorders: A pocket guide for primary care (pp. 195–207). doi:10.1007/978-1-59745-263-2_13
Internet sources General form, with journal: Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Name of Journal, xx, xxx-xxx. doi:xxxxxxxxxx General Form, no journal: Author, A. A. (Year). Title of work. Retrieved from: web address, date Examples:
- Meijden, B. van der (1998). Schiphol als thema voor een geschiedenis-, internet- en/of profielwerkstuk. Geraadpleegd op 7 juli 2005, http://www.histopia.nl/schiphol.htm
- Ministerie van Sociale Zaken en Werkgelegenheid (z.d.). WAO: Informatie voor werknemers over de kabinetsplannen. Geraadpleegd op 3 augustus 2004, http://home.szw.nl/navigatie/rubriek/dsp_rubriek .cfm?rubriek_id=991&subrubriek_id=995&link_id=30945
- De geschiedenis van het internet. (z.d.). Geraadpleegd op 7 juli 2005, http://www.be-wired.nl/info/geschiedenis.htm
- Senior, B., & Swailes, S. (2007). Inside management teams: Developing a teamwork survey instrument. British Journal of Management, 18, 138-153. doi:10.1111/j.1467-8551.2006.00507.x
- Koo, D. J., Chitwoode, D. D., & Sanchez, J. (2008). Violent victimization and the routine activities/lifestyle of active drug users. Journal of Drug Issues, 38, 1105-1137. Retrieved from: http://www2.criminology.fsu.edu/~jdi/
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NOTE: Use the article’s DOI (Digital Object Identifier), the unique code given by the publisher to a specific article. NOTE: Use the journal’s home page URL (or web address) if there is no DOI. This may require a web search to locate the journal’s home page. There is no period at the end of web address. Break a long URL before the punctuation. Technical and Research Reports Organizational report retrieved online:
- World Health Organization. (2005). Mental health policy, plans and programmes. Geneva, Switzerland: Author. Retrieved from: http://www.who.int/mental_health/policy/services/2_policy%20plans%20prog_WEB_07.pdf
Authored organizational report:
- Ulmer, C., McFadden, B., & Nerenz, D. R. (2009). Race, ethnicity, and language data: Standardization for health care quality improvement (Report of Subcommittee on Standardized Collection of Race/Ethnicity Data for Healthcare Quality Improvement). Washington, DC: National Academies Press.
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Annex 5 – Checklist report writing