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UHE3142 STUDENT’S COPY

UNIT 1INTRODUCTION TO

PROJECT-BASED PROPOSAL WRITING

TOPIC 1.1 Understanding research

TOPIC 1.2Identifying the project

FOR INTERNAL CIRCULATION ONLY

In this unit, students will learn to: o Define key terms in project-based proposalo Identify characteristics of project-based proposalo Compare and contrast between proposal and final reporto Identify engineering related topic for problem statement in

projecto Determine objectives and scope of the projecto Predict outcomes and significance of the projecto Produce initial proposed project work schedule

1 Introduction to Project-based Proposal Writing

TOPIC 1.1 – UNDERSTANDING RESEARCH

“I write to discover what I think.”

- Daniel J. Boorstin -

Before You Start

Activity 1.1a – Pair or group workWhat is RESEARCH?

Try to form words/phrases from each letter in the word RESEARCH to describe it. Then, present in class in front of your friends.

R e.g. REVIEWING literature related to problem worth investigating

E

S

E

A

R

C

H

Source/ adapted from: Downes (2002)http://www.cavehill.uwi.edu/salises/graduates/Graduate%20Corner%20-%20Lecture%20Notes.pdf

UHE3142 Project-based Proposal Writing

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http://www.cavehill.uwi.edu/salises/graduates/Graduate%20Corner%20-%20Lecture%20Notes.pdf


Word Whiz

Activity 1.1bNow, try to match each of the following key terms with the correct explanation/ definition.

(a) conclusion the findings of the study are given

(b) abstract summarises the whole study, draws conclusion based on the outcomes or results and sometimes includes implications for further studies

(c) methodology provides background information about the study which normally includes problem statement, objectives and scope

(d) results data analysis and the procedure followed are described

(e) introduction interprets the findings, shows how the findings relate to previous ones in other similar studies (in literature review), and also evaluates the findings

(f) discussion provides summary of the entire study which states the problem, objectives and scope, methods and outcomes or results


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Brainstorming

Activity 1.1cWhat was the first thing that came to your mind when you found out that to graduate, you must undergo: (1) PSM I (prepare a proposal for your undergraduate final year research project, present and defend it) and, (2) PSM II (carry out the final year project as planned, present and defend your research findings, write a final report of the project and submit your thesis)?

Were your thoughts and feelings in any way similar to what Harvard University students thought and felt when they started reading and writing their academic papers?Share your thoughts and feelings with your friends.

The following comments were made by some undergraduates at Harvard University, currently ranked at number one in the latest listing of World’s Top Universities (THES, 2007, 2008 and 2009), about academic writing.

“ I felt coming in I was already at disadvantage. I wasn’t a very good writer and I had a lot to learn”

“A lot of times you come up with something that’s very different from

what you’d expected at the beginning.You may start out writing one paper

and end up with another.”

“The first thing my head of department told us was,‘question everything. When you read an article, whatare the author’s intentions? What are the author’sbackground? Where do they want to take you?Could you look at those sources and are they reallythere? Question everything.’”


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Multimedia/ Audio VisualVideo Clip 1

Shaped by Writing(Duration: 14:37)

Material ownership/ copyright: http://www.fas.harvard.edu/~expos/index.cgi?section=studyAvailable from: http://w3.fiu.edu/enc/instructors/Teaching%20Resources.htm

Activity 1.1dWatch the video clip and listen to what the students and their professors say about undergraduate writing experience then answer the questions that follow.

In the summer of 2002, Nancy Sommers and her colleagues in the Harvard Expository Writing Program, invited undergraduate students and their professors to share their views on undergraduate writing experience, which began in 1997 when the students first entered Harvard University until they reached their final year in 2001. Their views were captured on camera and recorded in a 14-minute video clip entitled, Shaped by writing.

Instructions:GAP-FILLING Questions 1 – 3: Fill in the gaps with appropriate answers.

1. Jesse Elzinga felt that he was ____________ at writing.2. For Marianna Fassinoti, at first she felt ____________ because she did

not know what to expect.3. Amy Chen was _____________ to know that she got a C+ for her first

writing assignment but eventually thought that it was all _________________.


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http://w3.fiu.edu/enc/instructors/Teaching%20Resources.htm

http://www.fas.harvard.edu/~expos/index.cgi?section=study


MULTIPLE CHOICE Questions 4 – 5: Circle the correct letters A-C.4. The following strategies were adopted by Harvard University

students in coping with undergraduate academic writing except:A. learn to pick small parts of a book or small parts of an ideaB. copy the works of othersC. question a lot

5. Students in this video also admitted that the most important contribution of academic writing was that itA. helped them to argue with their professorsB. gave them a sense of ownership of their ideasC. helped them to get jobs after graduation


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Reading

Text 1Activity 1.1eRead the following text and answer the questions that follow.

IntroductionThis copy is to serve as guidelines for students who are preparing the contents of the thesis to be submitted for their Final Year Project (FYP) or Projek Sarjana Muda (PSM)/ Projek Tahun Akhir (PTA). The contents may not be changed by the student unless such change has been agreed by the supervisor. The following are sections which should be present in a student’s thesis: (a) Abstract, (b) Chapter 1: Introduction, (c) Chapter 2: Literature Review, (d) Chapter 3: Methodology, (e) Chapter 4: Implementation, (f) Chapter 5: Results and Discussion, (g) Chapter 6: Conclusion, (h) Appendices: User manual/ story board or any relevant information regarding the project. For PSM I, the compulsory sections are abstract, introduction (chapter 1), literature review (chapter 2), methodology (chapter 3) and conclusion whereas for PSM II and PTA, all sections listed (a) – (h) above should be present. The following figure illustrates the contents required for PSM I and PSM II/ PTA:

PSM I PSM II PTAAbstract / / /Introduction / / /Literature review / / /Methodology / / /Implementation / /Conclusion / / /

Figure 1: Contents for PSM/ PTA

Note: (a) Conclusion section in PSM I concludes the project up to Chapter 3 (Methodology).(b) Conclusion section in PSM II and PTA concludes the whole project.

Submission of Thesis


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Thesis should be submitted as scheduled, which shall consist of:(a) The bound thesis:

PSM II: 4 copies (including student’s own copy) for Grade B+ and above; 3 copies (including student’s own copy) for Grade B and below.

PTA: 3 copies (including student’s own copy)(b) The CD:

The project’s instruction manual (to run the project), The thesis in PDF format, and The poster.

Source: Adapted from Buku Panduan PSM/ PTA, FSKKP UMP (n.d.)

Answer the following questions:

1. In PSM I, what sections are considered compulsory?

2. What are the sections not included in PSM I but are present in PSM II/ PTA?

3. What makes the conclusion section required for PSM I different from that of PSM II/ PTA?

4. Based on the information from the text above and your own understanding, give your definition of project-based proposal.


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Reading

Text 2Activity 1.1fSearch for the following online material by Andrew S. Downes (2002), Lecture Notes - Module 1: Introduction to Research Design and Management. Download the PDF copy of the online material. Remember to bookmark the URL address or write it down here so that you keep track of the source of the material:

Skim through the entire of the lecture notes by Downes (2002) to get the gist of the nature of research and management of the student – supervisor relationship. Then, using the following questions below to guide you, scan for specific information in 1.5 Research Design and 1.6 Developing a Research Proposal.

1. How are different types of research designs classified?

2. When a research prepares the research design for a project, how does the researcher know what to do or to start with and what to expect?

3. Compare and contrast between ‘research proposal’ and the ‘final report/ thesis/ dissertation’ based on the information in the text and your classroom discussion.


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Notepad 1.1

More about research proposal for final year project

Requirements for a research proposal for final year project differ from university to university and from faculty to faculty but will usually include most of the following:

1. Title of the research/ project2. Introduction which will inform background information about the project3. Statement of the problem being studied in the project4. Objective(s) of the research5. Research questions6. Scope of the project7. Review of related literature8. Definition of concepts or operational terms9. Materials, instruments used and how (methods) they are used10.Duration of the project and work schedule11.Expected outcome(s) of the project12.Significance of the project13.References


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TOPIC 1.2 – IDENTIFYING THE PROJECT

“A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty.”

-Winston Churhill-

Before You Start Activity 1.2aHave you ever come across the following “3a-3k” notation? What are they? How are they relevant to your field of study? In what way could they be related to your final year project?

Criterion 3. Program Outcomes and Assessment

(a) an ability to apply knowledge of mathematics, science, and engineering

(b) an ability to design and conduct experiments, as well as to analyze and interpret data

(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability

(d) an ability to function on multi-disciplinary teams

(e) an ability to identify, formulate, and solve engineering problems

(f) an understanding of professional and ethical responsibility

(g) an ability to communicate effectively

(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context

(i) a recognition of the need for, and an ability to engage in life-long learning

(j) a knowledge of contemporary issues

(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

ABET (2007)


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Listening Audio Text 1

Activity 1.2bListen to the audio text and answer the questions that follow.

Recycling supermarket packaging (Duration 5:58)

Adapted from: http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1549_weekender_extra/

page23.shtml

Instructions:GAP-FILLING Questions 1 – 3: Fill in the gaps with appropriate answers.

1. Ben Bradshaw was the British _______________ Minister.2. Ben Bradshaw and his household made a mistake with their

__________.3. In Britain, people have a right to complain if they think

something is __________________.

MULTIPLE CHOICE Questions 4 – 5: Circle the correct letters A-C.4. ‘Pay as you throw’ means

A. you pay money before you throw wasteB. you pay for recyclable waste you produceC. you pay for non-recyclable waste you produce

5. The following actions can be taken to make supermarkets realize the importance of less packaging except:A. complain to the supermarketsB. leave the packaging in the supermarkets for them to throw

awayC. boycott the supermarkets


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http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1549_weekender_extra/page23.shtml



Word WhizActivity 1.2cListen to the audio text again and explain what the following words mean:a) packaging:

b) the authorities:

c) reduce:

d) non-recyclable waste:

e) over-packaged:

BrainstormingActivity 1.2di – Group workWhat kind of impact do you think your proposed project will have on the economy, environment and society? Discuss in class.Read the following news brief about a team of researchers in the State University of Campinas, Brazil who discovered a novel way of improving the production of biofuels.

New way to produce biofuelsSource: Learning English - Words in the News

http://www.bbc.co.uk/worldservice/learningenglish/newsenglish/witn/2007/09/070912_biofuels.shtml

Scientists in Brazil say they have found a novel way of improving the production of biofuels. The researchers say that fermenting sugar cane in the presence of magnets boosted production by 17% and made the process faster. Many countries around the world are trying to reduce their dependence on oil by emulating Brazil where bioethanol provides about 30% of automobile fuel. But the process of making bio ethanol by fermenting sugar cane is time-consuming, inefficient and expensive. Now a team of researchers at Brazil's State University of Campinas say they have found a way of improving the production process by using extremely low frequency magnetic waves. The team attached two electromagnetic generators to a vat containing a mixture of yeast and sugar cane.


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They found that the production of ethanol increased by 17% and it speeded up the time required to produce the fuel by two hours. The scientists involved are unsure as to how exactly the process works but they believe that the magnets stimulate the yeast and make it work faster and more intensely. They believe their discovery can be easily implemented at an industrial scale.

Engineers, like scientists, work equally hard to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (ABET, 2007). Biofuels such as biodiesel and bioethanol are one example of how engineers and scientists have fulfilled such desired needs.

SpeakingActivity 1.2dii – Group workDiscuss in your group what engineering undergraduates like you (chemical, civil, electrical/ electronic, mechanical, software/ computer systems etc.) could do to help solve problems that will benefit the society and/ or the environment. Use the ABET 3a-3k program outcomes as guidelines. Present summary of your discussion in class. In the group presentation, each member in the group must include the following:

(a) the topic or title of each of the projects,(b)one specific problem that needs to be solved in each of the

projects,(c) the objectives of each of the projects,(d)the outcomes that you expect or anticipate to produce in each of

the projects, and(e) the significance of each of the projects or how the outcomes will

benefit the society and/ or the environment.


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“The way to get started is to quit talking and begin doing”-Walt Disney-

WritingActivity 1.2e

The following excerpts are taken from an abstract of a research article that appeared in one of many journals which may be accessed within UMP through Science Direct database at www.sciencedirect.com for research purposes.

Adapted from: Mahlia et. al. (2002)


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Economical and environmental impact of room

air conditioners energy labels in Malaysia

Like other developing countries with hot and humid climates, Malaysia has been experiencing dramatic growth in the number of use of air conditioners, and the usage will be higher in the future.

The usage of residential electrical appliances for the last two decades has increased rapidly in Malaysia together with the increasing income per capita.

In order to reduce energy consumption in the residential sector, the Department of Electricity and Gas Supply considers implementing energy labels for room air conditionerssome time in the coming year.

This study Malaysia attempts in to calculate this program the of implementing economical impact and environmental

The study found the savings has exceeded the

investment cost and the program has reduced the

emissions caused by

burning fossil fuel.

http://www.sciencedirect.com/


1. Using the excerpts and some of the key terms you have learned, rearrange the excerpts so that they form a meaningful abstract or summary of the research article. Rewrite the abstract in the space provided below:

2. Can you identify the objectives of this research?Clue: Objectives of research are normally written in the form of ‘to’-infinitive + ‘verb’ (such as, to identify, to determine, to investigate, to analyze).


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3. Can you also identify the scope of this research?Clue: Scope of research is determined by limiting the research to certain field or area of focus, particular use or application, geographical location, time or duration so that the researcher can narrow down the topic and be specific.

4. This abstract was written by the researchers after they had completed the study, hence in their abstract, the researchers mentioned the outcomes or results and the significance of the study.

Can you identify which sentence(s) indicate(s) the outcomes and the significance of the study?Clue: Outcomes are the achieved results obtained after the research has been completed. At proposal stage, the future tense is normally used to predict or anticipate the outcomes whereas in the final research report (after completing the research), the past tense or the present tense may be used.


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ReadingActivity 1.2fRead the following abstracts.

Abstract 1Implementation of fingerprint biometric template system in

embedded software design

Abstract

Reliable personal identification is necessary due to the growing importance of information technology and the necessity of protection and access restriction. The key task is to verify the person is who they claim to be. A biometric security system verifies user identity by comparing the behavioral or physiological trait possessed by the user to a previously stored sample of the trait. Fingerprints are the oldest and most widely used form of biometric identification. Local characteristic called minutiae points represent fingerprints. This project proposed an embedded software design of fingerprint biometric authentication system that involved interface design and software development in an embedded processor. The system consists of two components; the Graphic User Interface (GUI) on a host PC and the Fingerprint Biometric Template system on the Field Programmable Gate Array (FPGA) development board. The GUI will access the image repository and display the output image at each processing steps. The Fingerprint Biometric Template System contains three stages; image processing, feature extraction and matching stage. The image processing stage will enhance and skeletonized the fingerprint image, the feature extraction stage will extract the valid minutiae points in template based, and the matching stage will match the template with a previously stored template. An embedded software system that can verify the minutiae templates extracted a fingerprint image is resulted from this project.

Zakaria, N.F. (2006) Implementation of fingerprint biometric template system in embedded software design. Masters thesis, Universiti Teknologi Malaysia.

Type: Printed material, Unpublished Thesis/ Dissertation/ Report, Source: UTM Library


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Based on Abstract 1 you have just read, answer the following questions:

1. What seemed to be the problem investigated by the researcher in this study?

2. What was suggested by the researcher to overcome this problem?

3. What did the researcher aim to achieve in this study?

4. How did the researcher achieve the aims of the study?

5. What were the outcomes of the study?


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Abstract 2

Biometric signature verification using pen position, time, velocity and pressure parameters

Abstract

The paper describes the development of a handwritten signature verification system incorporating pen pressure of signature path, time duration of the signing procedure, velocity profile of signature and position of signature shape. The handwritten signals have been captured and digitized using a tablet. The main features of the proposed signature verification system are the dynamically update of handwritten signature, retries capability in verification, application of tolerance bands and threshold values, development of user friendly Graphic User Interface, application of Common Time Axes and verification of signatures using a class of a multilayer feed-forward neural network. A novel algorithm has been applied that provides the ability to produce consistent and high accuracy verification result and maintain the speed of verification. The system has yielded 1.33% of False Reject Rate and 0% False Acceptation Rate with the verification using random forgery signatures.

Keywords:

Biometrics, signature verification, data acquisition, tolerance bands, neural network

Mailah, M., & Lim, B.H. (2008) Biometric signature verification using pen position, time, velocity and pressure parameters. Jurnal Teknologi, 48 (A), 35-54.

Type: Printed, published article, Source: Journal, Jurnal Teknologi, 48(A), 35-54.


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Based on Abstract 2 you have just read, answer the following questions:

1. What seemed to be the problem investigated by the researchers in this study?

2. What was suggested by the researchers to overcome this problem?

3. What did the researchers aim to achieve in this study?

4. How did the researchers achieve the aims of the study?

5. What were the outcomes of the study?


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Reading

Text 3Activity 1.2gRead the following text and answer the questions that follow.

Henry Laurence Gantt (1861-1919) was a mechanical engineer, management consultant and industry advisor. Henry Laurence Gantt developed Gantt charts in the second decade of the 20th century. Gantt charts were used as a visual tool to show scheduled and actual progress of projects. Accepted as a commonplace project management tool today, it was an innovation of world-wide importance in the 1920s. Gantt charts were used on large construction projects like the Hoover Dam started in 1931 and the interstate highway network started in 1956. Henry Gantt’s contribution to the management process is honored today through The Henry Laurence Gantt Medal. The award established in 1929 is given for distinguished achievement in management and for service to the community.

Here's a simple example that might have been used around the time Gantt charts were invented (if computers had also been available to make the charts look this precise):


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http://www.ganttcharts.com/History1.html

http://www.asme.org/honors/ms71/saa/gantt.html


Early Gantt chart users showed progress using a simple "fill in the bar" method to show how much of the project was complete:

They also might have shown the planned bar along side the progress bar like this:


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Another type of chart which was used along with the Gantt chart was the basic "Milestone chart". This type of chart shows only important project events or milestones:

Milestone charts are very popular today, especially for management reporting. A major benefit is that it is easy to communicate a great deal of information in a single presentation slide. This example shows how the complete overall progress of two major projects might be presented to upper management:


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Combining the Gantt chart and the Milestone chart was the next logical step. This "Remodeling Project" uses bars to show the time required for each phase of the remodeling project. Important milestones are shown with a single diamond symbol:

Sources: http://www.ganttchart.com/History.htmlhttp://www.ganttchart.com/Evolution.html


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http://www.ganttchart.com/Evolution.html

http://www.ganttchart.com/History.html


Based on the text you have just read, answer the following questions:

1. Who was Henry Laurence Gantt?

2. When were the Gantt charts developed?

3. What were the uses of Gantt charts in the 1920’s?

4. Give examples of projects that used Gantt charts mentioned in the text.

5. What was the method that early Gantt chart users applied in carrying out their projects? Explain.

6. What was the next type of chart developed and used along with the Gantt chart?


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Thinking and PlanningActivity 1.2hBased on the text you have just read, draw up a simple plan to produce your proposed work schedule. The following diagrams could be useful:

Accept/Reject HypothesisFigure 1: Example of General Research Phases

Figure 2: Example of General Phases Activities


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PROBLEM HYPOTHESIS

EXPERIMENT

RESULTS

THEORY MEASUREMENT

PLANNINGIdentify problem, determine objectives and scope, devise a research plan,

search for information

ANALYZINGData collection and analysis through observation, reading, discussion etc.

DESIGNINGSuitable intervention, taking into consideration, time and resources

DEVELOPINGStrategize and test procedures to be implemented

IMPLEMENTINGTest the intervention

EVALUATINGQuantitatively or qualitatively attempt to objectively scrutinize the

intervention


Source:: Ashby (2005)


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Write your proposed project work schedule here. You might want to split into two separate plans for PSM I and PSM II or combine both into one master plan. Use verbs to plan your project tasks:

Option 1: Table 1aProject Title (PSM):

PSM IMon-Yr

Week

Project Tasks

Jul 20__1 2 3 4

Aug 20__1 2 3 4

Sep 20__1 2 3 4

Oct 20__1 2 3 4

Nov 20__1 2 3 4

Dec 20__1 2 3 4


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Option 1: Table 1bProject Title (PSM):

PSM IIMon-Yr

Week

Project Tasks

Jan 20__1 2 3 4

Feb 20__1 2 3 4

Mar 20__1 2 3 4

Apr 20__1 2 3 4

May 20__1 2 3 4

Jun 20__1 2 3 4


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Option 2: Table 2Project Title (PSM):

YearMonthWeek

Project Tasks

PSM I: 20__ PSM II: 20__Jul

1 2 3 4Aug

1 2 3 4Sep

1 2 3 4Oct

1 2 3 4Nov

1 2 3 4Dec

1 2 3 4Jan

1 2 3 4Feb

1 2 3 4Mar

1 2 3 4Apr

1 2 3 4May1 2 3 4

Jun1 2 3 4

Keep a record of this basic plan for future use. You might want to refer to this plan in UNIT 4 (PROJECT-BASED PROPOSAL AND MINI SEMINAR) in preparation for submission of your research proposal (paper format) later. You can also seek help from your lecturers at your Faculty or seniors who have undergone PSM I and/ or PSM II.


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Notepad 1.2


Deciding on a topic

When you write down your ideas, do ask yourself all the WH-Questions such as why, when, who, what, where, how.

By doing this, it will help you to focus on the details and also you will be more precise in discussing a topic.

Selecting the Research Topic:You know something but not everything. Narrow your topic.

Every proposal reader constantly scans for clear answers to three questions:Q1: What are we going to learn as the result of the proposed project that we do not already know about the topic?Q2: Why is it worth knowing?Q3: How will we know that the conclusions are valid?

In trying to select a topic for your project, ask yourself the following questions:1. Can you get the information on the topic easily?2. Is the topic of great interest to you and can this interest be sustained for

the duration of the project?3. What do you already know about the topic? What will your project contribute? 4. What are the benefits of your project? Who will benefit from your project?5. Are the objectives clear?6. Is the scope of your project wide enough or is it too broad?7. Does it involve technology or equipment that is readily available?8. What materials and instruments will you use?9. What methods will you use?10. How long will it take for the project to be completed? Will you be able to complete the project according to your proposed work schedule?

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REFERENCESABET (2007). Criteria for Accrediting Engineering Programs: Effective

for Evaluations during the 2007 – 2008 Accreditation Cycle. Baltimore, MD: ABET, Inc.

Ashby, M. (2005). How to write a paper. Retrieved March 28, 2008 from http://www-mech.eng.cam.ac.uk/mmd/ashby-paper-V6.pdf

Azirah Hashim (2006). How to write thesis: The Thesis Writing Journey from start to finish. Kuala Lumpur: University of Malaya Press.

British Broadcasting Corporation (2006). Weekender – Recycling supermarket packaging. Retrieved December 23, 2007 from http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1549_weekender_extra/page23.shtml

______________________________ (2007). Learning English - Words in the News: New way to produce biofuels. Retrieved December 23, 2007 from http://www.bbc.co.uk/worldservice/learningenglish/newsenglish/witn/2007/09/070912_biofuels.shtml

Covey, S. (2004). The 7 Habits of Highly Effective People. Downes, A.D. (2002). Module 1: Introduction to Research Design and

Management. Lecture Notes. Retrieved December 31, 2009 from http://www.cavehill.uwi.edu/salises/graduates/Graduate%20Corner%20-%20Lecture%20Notes.pdf

Fakulti Sistem Komputer dan Kejuruteraan Perisian (n.d.). Buku Panduan PSM/ PTA, FSKKP UMP. Kuantan: FSKKP UMP.

KIDASA Software, Inc. (2007). Henry Laurence Gantt’s legacy to management is the Gantt chart. Retrieved December 23, 2007 from http://www.ganttchart.com/History.html

_____________________ (2007). Evolution of the Gantt Chart. Retrieved December 23, 2007 from http://www.ganttchart.com/Evolution.html

Mahlia, T.M.I. et. al. (2002). Economical and environmental impact of room air conditioners energy labels in Malaysia. Energy Conversion and Management 43, 2509–2520.Rabiyatul Salwa Tarmizi (2006). The implementation of Total

Productive Maintenance (TPM) in small and medium industry (SMI). Unpublished final year research report, Kolej Universiti Kejuruteraan & Teknologi Malaysia, Kuantan.

Sommers, N. (2002). The Harvard Study of Undergraduate Writing. Retrieved December 28, 2007 from http://www.fas.harvard.edu/~expos/index.cgi?section=study

Times Higher Education Supplement (2007). World Rankings. Retrieved December 23, 2007 from http://www.thes.co.uk/statistics/international_comparisons/2007/top_unis.aspx


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http://www.thes.co.uk/statistics/international_comparisons/2007/top_unis.aspx

http://www.thes.co.uk/statistics/international_comparisons/2007/top_unis.aspx

http://www.fas.harvard.edu/~expos/index.cgi?section=study

http://www.ganttchart.com/Evolution.html

http://www.ganttchart.com/History.html







http://www-mech.eng.cam.ac.uk/mmd/ashby-paper-V6.pdf

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