Jump to ratings and reviews. Want to Read. Buy on Amazon. Rate this book. Practical Research Methods. Catherine Dawson. For anyone who has to conduct a research project and does not have time to wade through complicated research textbooks, this up-to-date handbook explains technical jargon in a concise way and includes practical examples to illustrate the issues raised. More details. Catherine Dawson 24 books 2 followers. Search review text. Some of us might have to undertake a project as part of our course work.
Others might have to conduct a study as part of our employment. Although I have touched upon some of these issues in the relevant chapters, it is not possible or desirable to go into any greater detail in this book. Therefore, I have included further read- ing sections at the end of the relevant chapters for those of you who wish to follow up these issues. I have been a researcher since undertaking an MA in Social Research in Working within both further and higher education and as a freelance researcher, I have been involved in a variety of projects in the areas of education, housing and community research.
I have taught research methods to adults returning to education and conducted in-house train- ing for employees who need to carry out their own research. Becoming a successful researcher is a continual learning process in which we all make mistakes. Instead, remember that undertaking a research project can be fascinating, rewarding and exciting — I hope that you en- joy it as much as I have done and I wish you every success in your project.
Before you start to think about your research, you need to ask yourself a few questions. Why have I decided to do some research? Research can be a long process and take up much of your time. How can I remain interested in my research? The obvious answer to this is to choose a topic which in- terests you. Most of you do have this choice within the limitations of your subject — be creative and think about something which will fascinate you.
However, if you have had the topic chosen for you, try instead choosing a re- search method which interests you. For example, mathematics might have motivated you at school. Or you might have been invited to take part in a focus group for a mar- ket research company and found it an interesting experi- ence.
Or maybe you have been fascinated by a particular group of people and you would like to immerse yourself within that group, taking part in their activities whilst studying their behaviour? What personal characteristics do I have which might help me to complete my research? If you absolut ely hat e mathematics and statistics, steer clear of large survey research.
Are you good at socialising? Or do you prefer to hide yourself away and number crunch, or spend hours on the internet? All of these personal characteristics suggest a leaning towards certain types of research. What skills and experience do I have which might help in my research? This is valid ex- perience and you should make the most of it when plan- n i n g you r r e s e a rc h.
E ve n i f you r p ro j e c t i s n o t employment based, all of you will have other skills and experience which will help. For example, if you have been a student for three years, you will have developed good literature search skills which will be very useful in the re- search process. Some of you may have developed commit- tee skills, organisation skills and time management expertise.
All of these will be extremely useful in your re- search. It is extremely important to spend time thinking about your project before you move on to the planning stage.
Through careful thought you should stop yourself wasting time and energy on inappropriate methods as your research progresses. Consider the follow- ing example:. He designed and sent out a questionnaire to 1, students.
His questionnaire had been poorly de- signed and was not generating this type of information. He had to scrap the questionnaire and construct an- other which he combined with a number of one-to- one interviews to get more in-depth information. He had spent three months designing and administering a questionnaire which had not produced the type of infor- mation he required. What is your research? A useful tip is to sum up, in one sentence only, your research.
If you are unable to do this, the chances are your research topic is too broad, ill thought out or too obscure. Why do you want to do the research? What is its purpose? Okay, you might have been told to do some research by your tutor or by your boss, but there should be another reason why you have chosen your particular subject. It might be solely to do with the fact that you are interested in the topic.
This is a good start as you need to be inter- ested in your research if you are to keep up your enthu- siasm and r emain mot ivat ed. Will your research generate enough material to write a dissertation of the required length?
Or will your research generate too much data that would be impossible to summarise into a report of the required length? If so, you need to plan your research in a way which will meet that format. Who will be your participants? However, you should think about the type of people with whom you will need to get in touch with and whether it will be possible for you to contact them.
Where are you going to conduct your research? Thinking about this question in geographical terms will help you to narrow down your research topic. Also, you need to think about the resources in terms of budget and time that are. Would it be safe for you to do so?
Would you be comfortable doing so? It can happen and you must never put yourself in a dangerous situation. When are you going to do your research? Thinking about this question will help you to sort out whether the research project you have proposed is possible within your time scale. It will also help you to think more about your par- ticipants, when you need to contact them and whether they will be available at that time.
It might sound obvious, but I have found. Do they un- derstand what your research is about? Strategies for dealing with awkward situations 83 9.
Open and closed questions: advantages and disadvantages 92 Using computers for qualitative data analysis: advantages and disadvantages Age of respondents Personal profile form 2.
Interview summary form 3. Focus group summary form 4. Qualitative data analysis continuum 5. Example list of references 6. This book is a practical, down-to-earth guide for people who wish to conduct research.
It is aimed at those new to research and assumes no prior knowledge of the issues covered. It will also appeal to those people who have already conducted some research and who are interested in finding out more about other research methods that are available to them. This deliberate study could cover many different areas. As a researcher, you might be interested in attitudes and behaviour — why do people think in a certain way and why do they behave in a certain way? Or you might be interested in numbers — how many people use a service?
Perhaps you need to try to predict how this number of people could be increased so that you can obtain funding for your service. Or you might be fascinated by the personal history of a neighbour and have a burning desire to record her history and pass it on to others. Some of us might have to undertake a project as part of our course work.
Others might have to conduct a study as part of our employment. This book offers advice on how to turn your ideas into a workable project and how to keep motivation levels high, especially if you have no real inclination to become a researcher. It discusses the issues involved in thinking about your research and defining your project, before moving on to the methods — how do you actually do your research, analyse your findings and report the results?
Although I have touched upon some of these issues in the relevant chapters, it is not possible or desirable to go into any greater detail in this book. Therefore, I have included further reading sections at the end of the relevant chapters for those of you who wish to follow up these issues. I have been a researcher since undertaking an MA in Social Research in Working within both further and higher education and as a freelance researcher, I have been involved in a variety of projects in the areas of education, housing and community research.
I have taught research methods to adults returning to education and conducted in-house training for employees who need to carry out their own research. Becoming a successful researcher is a continual learning process in which we all make mistakes. Research can be a long process and take up much of your time. However, if you want to conduct some research because something has fascinated you, or you have identified a gap in the research literature, then you are lucky and should not have a problem with motivation.
How can I remain interested in my research? The obvious answer to this is to choose a topic which interests you. Most of you do have this choice within the limitations of your subject — be creative and think about something which will fascinate you. However, if you have had the topic chosen for you, try to choose a research method which interests you.
The following questions will help you to start to think about these issues: X Did you enjoy mathematics at school? If so, perhaps you might be interested in delving deeper into statistical software or other types of data analysis? X Have you ever taken part in a focus group or been interviewed by a market researcher? Would you find it interesting to conduct your own focus groups or interviews? X Have you been fascinated by a particular group of people?
Would you like to immerse yourself in their culture and learn more? X Do you enjoy filling in questionnaires? Would you like to design your own questionnaire and perhaps conduct a postal or internet survey? What personal characteristics do I have which might help me to complete my research?
The following questions will help you to do this: X Are you good with people? X Do you prefer written communication or face-to-face interaction?
X Do people feel at ease with you and are they willing to confide in you? X Do you like to number crunch? X Do you like to conduct research over the internet?
What skills and experience do I have which might help in my research? This is valid experience and you should make the most of it when planning your research. Even if your project is not employment based, all of you will have other skills and experience which will help. For example, if you have been a student for three years, you will have developed good literature search skills which will be very useful in the research process.
Some of you may have developed committee skills, organisation skills and time management expertise. All of these will be extremely useful in your research. It is important to think about your existing skills in relation to your proposed project as it will help you to think about whether your knowledge, experience and skills will help you to address the problem you have identified. Through careful thought you should stop yourself wasting time and energy on inappropriate methods as your research progresses.
He designed and sent out a questionnaire to 1, students. When he talked through his concerns with his tutor, it emerged that James was really interested in attitudes towards, and experiences of, rented accom- modation. His questionnaire had been poorly designed and was not generating this type of information.
Jameshad to scrap the questionnaire and constructanother which he combined with a number of one-to-one inter- views to get more in-depth information.
He had spent three months designing and administering a questionnaire which had not produced the type of information he required. X Why? X Who? X Where? X When? What is your research? This question needs to be answered as specifically as possible. One of the hardest parts in the early stages is to be able to define your project — so much research fails because the researcher has been unable to do this.
A useful tip is to sum up, in one sentence only, your research. If you are unable to do this, the chances are your research topic is too broad, ill thought out or too obscure. Why do you want to do the research? What is its purpose? Okay, you might have been told to do some research by your tutor or by your boss, but there should be another reason why you have chosen your particular subject.
Reasons could include the following: X You are interested in the topic. X You have identified a gap in the literature. X You want to obtain funding for a particular service or enterprise and you need to find out whether there is a demand for what you are proposing.
Will your research generate enough material to write a dissertation of the required length? Will your research generate too much data that would be impossible to summarise into a report of the required length? If so, you need to plan your research in a way which will meet that format. Who will be your participants? However, you should think about the type of people with whom you will need to get in touch and whether it will be possible for you to contact them.
Where are you going to conduct your research? Thinking about this question in geographical terms will help you to narrow down your research topic. Also, you need to think about the resources in terms of available budget and time. Also, you need to think about the venue.
Would it be safe for you to do so? Would you be comfortable doing so? It can happen and you must never put yourself in a dangerous situation. Think very carefully about whether your chosen topic and method might have an influence on personal safety.
When are you going to do your research? Thinking about this question will help you to sort out whether the research project you have proposed is possible within your time scale.
It will also help you to think more about your participants, when you need to contact them and whether they will be available at that time. It might sound obvious, but I have found some students present a well-written research proposal which, in practical terms, will not work because the participants will be unavailable during the proposed data collection stage.
Do they understand what your research is about? If you get it right now, you will find that the rest of your work should flow smoothly. However, if you get it wrong, your problems could well escalate.
The following exercise will help you to think more about these issues. What questions would you ask to make the researchers focus in on their proposed project? Do you have any suggestions for the improve- ment of these statements? This proposed project is both broad and obscure. Then I would ask: what is the purpose of this research?
Who would be interested in the results? However, if the researcher has an interest in this particular issue, or is perhaps on a media studies course, there are a number of ways in which this research could become more manageable.
X She could ask fellow students to keep a diary of their television viewing over a week and then interview them about their viewing habits. The researcher needs to decide exactly where her interests lie and focus in on those interests. The main problem with this statement is the grammar. However, he needs to think about whether he is going to consider hospitals, residential homes, or both, and in what areas.
Also, is he going to contact people who look after their relatives at home? Although, on the surface, this project appears more man- ageable, this researcher has a major point to consider.
In the UK all social research which is carried out on health care premises comes under the jurisdiction of Research Ethics Committees. These committees were set up to ensure that research does not harm patients in any way and that it is done in their best interests. See useful websites at the end of this chapter. This means that the researcher would have to get his project approved by the appropriate committee before he could go ahead with the research, and it is not guar- anteed that his project would be given approval.
You would need to think carefully whether this is a route you wish to take, and if so, you would need to obtain the appropriate advice before committing yourself. If the latter is the case, this narrows down the research population and makes it more manageable. Would residents have any reservations about sending their chil- dren? If they do have reservations, what are they? Who would residents want to run the scheme?
Would they be willing to provide help and support themselves? X Sum up your research project in one sentence. X Discuss your sentence with your tutor or boss and revise if there is any confusion. From this site you can obtain more information and guidance about Institutional Review Boards in the US and find out about conducting biomedical research with human participants.
The first thing you need to do is to think about your research methodology. This is the philosophy or the general principle which will guide your research. It is the overall approach to studying your topic and includes issues you need to think about such as the constraints, dilemmas and ethical choices within your research.
Now that you have read Chapter 1, some of these issues will be fresh in your mind. Your research methodology is different to your research methods — these are the tools you use to gather data, such as questionnaires or interviews, and these will be discussed in Chapter 3. It attempts to get an in-depth opinion from participants. As it is attitudes, behaviour and experiences which are important, fewer people take part in the research, but the contact with these people tends to last a lot longer.
Under the umbrella of qualitative research there are many different methodologies. Examples of some of these methodologies are summarised below. If you wish to pursue any of these in more depth, useful references are included at the end of this chapter.
Quantitative research generates statistics through the use of large-scale survey research, using methods such as questionnaires or structured interviews. If a market researcher has stopped you on the streets, or you have filled in a questionnaire which has arrived through the post, this falls under the umbrella of quantitative research.
This type of research reaches many more people, but the contact with those people is much quicker than it is in qualitative research. These should be acknowledged and addressed by the researcher. At the end of this chapter references are given if you are interested in following up any of these issues. Certainly, if you were to do so, it would help you to think about your research methodology in considerable depth. Neither is better than the other — they are just different and both have their strengths and weaknesses.
What you will find, however, is that your instincts probably lean you towards one rather than the other. Also, be aware of the fact that your tutor or boss might prefer one type of research over the other.
You might have a harder time justifying your chosen methodology if it goes against their preferences. In action research, the researcher works in close collaboration with a group of people to improve a situation in a particular setting. Therefore, good group man- agement skills and an understanding of group dynamics are important skills for the researcher to acquire.
This type of research is popular in areas such as organisational management, community development, education and agriculture. Action research begins with a process of communication and agreement between people who want to change something together.
This process may happen several times before everyone is happy that the changes have been implemented in the best possible way. Ethnography Ethnography has its roots in anthropology and was a pop- ular form of inquiry at the turn of the century when anthropologists travelled the world in search of remote tribes. The emphasis in ethnography is on describing and interpreting cultural behaviour. Ethnographers immerse themselves in the lives and cul- ture of the group being studied, often living with that group for months on end.
Ethnographers highlight the importance of the written text because this is how they portray the culture they are studying. Feminist research There is some argument about whether feminist inquiry should be considered a methodology or epistemology, but in my opinion it can be both.
As we have seen, meth- odology is the philosophy or the general principle which will guide your research. It looks at from where knowledge has come and how we know what we know. It tends to be a popular form of inquiry in the areas of education and health research. In grounded theory, methods such as focus groups and interviews tend to be the preferred data collection method, along with a comprehensive literature review which takes place throughout the data collection process.
This is because the researcher, at the outset, is unsure of where the research will take her. So, how do you decide which is the best methodology for your research? Perhaps the easiest way to do this is to decide first of all whether you should consider qualitative or quantitative research.
If you have not already done so, go through each question in relation to your own research. Once you have done this, clues will start to emerge about what is the best form of inquiry for you. First of all, have a look at the words you have used. Certain words help to suggest a leaning towards qualitative research, others towards quantitative research.
Firstly, you might want to think about combining both qualitative and quantitative research, which is called triangulation. Many researchers believe this is a good way of approaching research as it enables you to counteract the weaknesses in both qualitative and quantitative research.
Secondly, it could mean that your ideas are still unclear and that you need to focus a little more. This research topic is now well-focused. This suggests a qualitative form of inquiry. This researcher decided to narrow down his topic.
Also, he found out some more information about whether his research needed to go to a Research Ethics Committee by checking out the website www. This site gives details about the committees, a list of meeting dates, guidance notes and application forms for those researchers interested in putting forward a proposal.
Email: queries nationalres. Again this topic is now much better focused. This suggests a combination of qualitative and quantitative inquiry. This suggests a quantitative study. X Research methods are the tools you use to gather your data. X Qualitative research explores attitudes, behaviour and experiences.
X Examples of qualitative methodologies include action research, ethnography, feminist research and grounded theory. X Neither qualitative nor quantitative research is better — they are just different. Both have their strengths and weaknesses. X Your own intuition and the words you use will give pointers to whether qualitative or quantitative research is more appropriate for your chosen project.
However, if you wish to pursue any of these topics, some of the useful publications are listed below under the relevant topics. Qualitative research Over recent years there has been a great deal of innovation in the use of qualitative methodologies. Listed below are some of the more traditional texts and a selection of the newer, innovative texts. Denzin, N.
Higgs, J. Schwandt, T. Quantitative research De Vaus, D. Fowler, F. Sapsford, R. Action research Alvesson, M. Dadds, M. McNiff, J.
Reason, P. Ethnography Atkinson, P. Davies, C. Thomas, J. Wolcott, H. Feminist research Alcoff, L. Harding, S. Whose Knowledge?
Letherby, G. Stanley, L. Grounded theory Dey, I. Glaser, B. Strauss, A. Before you decide which would be the most appropriate methods for your research, you need to find out a little more about these tools. This chapter gives a description of the methods of interviewing, focus groups, questionnaires and participant observation. Chapters 7—10 will go on to describe in detail how to use each of these methods.
The most common of these are unstructured, semi-structured and structured interviews. If you want to find out about other types of interview, relevant references are given at the end of this chapter. Unstructured interviews Unstructured or in-depth interviews are sometimes called life history interviews. This is because they are the favoured approach for life history researchers.
Because you are unsure of what has happened in his life, you want to enable him to talk freely and ask as few questions as possible. It is for this reason that this type of interview is called unstructured — the participant is free to talk about what he or she deems important, with little directional influence from the researcher. This type of interview can only be used for qualitative research. As the researcher tries to ask as few questions as possible, people often assume that this type of interviewing is the easiest.
However, this is not necessarily the case. Re- searchers have to be able to establish rapport with the participant — they have to be trusted if someone is to reveal intimate life information.
This can be difficult and takes tact, diplomacy and perseverance. Also, some people find it very difficult to remain quiet while another person talks, sometimes for hours on end. In unstructured interviews researchers need to remain alert, recognising important information and probing for more detail.
They need to know how to tactfully steer someone back from totally irrelevant digressions. Also, it is important to realise that unstructured interviewing can produce a great deal of data which can be difficult to analyse. Semi-structured interviews Semi-structured interviewing is perhaps the most common type of interview used in qualitative social research.
To do this, the same questions need to be asked in each interview. However, the researcher also wants the interview to remain flexible so that other important information can still arise. For this type of interview, the researcher produces an interview schedule see Chapter 7. This may be a list of specific questions or a list of topics to be discussed. This is taken to each interview to ensure continuity. In some research, such as a grounded theory study, the schedule is updated and revised after each interview to include more topics which have arisen as a result of the previous interview.
See Chapter 2. Structured interviews Structured interviews are used frequently in market research. Have you ever been stopped in the street and asked about washing powder or which magazines you read? Or have you been invited into a hall to taste cider or smell washing-up liquid? The interviewer asks you a series of questions and ticks boxes with your response. This research method is highly structured — hence the name.
Structured interviews are used in quantitative research and can be conducted face-to-face or over the telephone, sometimes with the aid of lap-top computers. A number of people are asked to come together in a group to discuss a certain issue.
The discussion is led by a moderator or facilitator who introduces the topic, asks specific questions, controls digressions and stops break-away conversations. She makes sure that no one person dominates the discussion whilst trying to ensure that each of the participants makes a contribution.
Focus groups may be recorded using visual or audio recording equipment. Participants can ask questions of Not everyone may contribute.
Helps participants to overcome Some researchers may find it inhibitions, especially if they difficult or intimidating to know other people in the group. The group effect is a useful Venues and equipment can be resource in data analysis. Participant interaction is useful Difficult to extract individual to analyse. Closed-ended questionnaires Closed-ended questionnaires are probably the type with which you are most familiar.
Most people have experience of lengthy consumer surveys which ask about your shopping habits and promise entry into a prize draw. This type of questionnaire is used to generate statistics in quantitative research. As these questionnaires follow a set format, and as most can be scanned straight into a computer for ease of analysis, greater numbers can be produced.
Open-ended questionnaires Open-ended questionnaires are used in qualitative re- search, although some researchers will quantify the answers during the analysis stage. The questionnaire does not contain boxes to tick, but instead leaves a blank section for the respondent to write in an answer. Whereas closed-ended questionnaires might be used to find out how many people use a service, open-ended questionnaires might be used to find out what people think about a service.
As there are no standard answers to these questions, data analysis is more complex. Also, as it is opinions which are sought rather than numbers, fewer questionnaires need to be distributed. Combination of both Many researchers tend to use a combination of both open and closed questions. Many questionnaires begin with a series of closed questions, with boxes to tick or scales to rank, and then finish with a section of open- questions for more detailed response.
Increasingly, market research and opinion poll companies distribute their questionnaires via the internet and pay respondents for their answers. This enables them to build up a following of loyal respondents to whom they can send questionnaires quickly and simply, and receive responses back within shorter deadlines and without the need to pay for postage or send reminder letters. Direct observation tends to be used in areas such as health and psychology.
For example, the interaction of mother, father and child in a specially prepared play room may be watched by psychologists through a one-way mirror in an attempt to understand more about family relationships. In participant observa- tion, however, the researcher becomes much more involved in the lives of the people being observed.
Participant observation can be viewed as both a method and a methodology see Chapter They do this by immersing themselves within that culture. This may take months or years, as they need to build up a lasting and trusting relationship with those people being studied.
Through participation within their chosen culture and through careful observation, they hope to gain a deeper understanding into the behaviour, motivation and attitudes of the people under study. Participant observation, as a research method, received bad press when a number of researchers became covert participant observers; entering organisations and partici- pating in their activities without anyone knowing that they were conducting research see Chapter Overt partici- pant observation, where everyone knows who the researcher is and what she is doing, however, can be a valuable and rewarding method for qualitative inquiry.
This will help you to decide upon the most appropriate methods for your research. In quantitative research you can define your research methods early in the planning stage. You know what you want to find out and you can decide upon the best way to obtain the information. Also, you will be able to decide early on how many people you need to contact see Chapter 5. You may find also that you need to use other methods as the research progresses.
Maybe you want to run a focus group to see what people think about the hypotheses you have generated from the interviews. Or perhaps you need to spend some time in the field observing something which has arisen during the interview stage.
A combination of methods can be desirable as it enables you to overcome the different weaknesses inherent in all methods. What you must be aware of, however, when deciding upon your methods, are the constraints under which you will have to work. What is your time scale? What is your budget? Are you the only researcher, or will you have others to help you? Also, you need to think about the purpose of your research as this will help point to the most appropriate methods to use.
Or you might decide to hold two semi-structured interviews with each of the women involved, one at the beginning of their project and one at the end. If your goal is detailed description, you do not need to try to contact as many people as possible.
Let us return to the three examples in the exercises given in the previous two chapters to find out which would be the most appropriate methods for the research. This researcher is interested in attitude and opinion. She thinks about running a series of semi-structured inter- views with a small sample of primary school teachers.
So she decides to gather together a group of teachers and show them one episode of TheTeletubbies. Then she discusses the programme with the teachers in a focus group setting. Eventually, they decide to knock on each door on the estate and ask some simple, standard questions. If, at this stage, you are still unsure of the most appropriate methods for your research, read the following chapters as these explain in more detail how to go about using each method.
This will give you more of an insight into what would be required of you if you were to choose that method. If you love working with groups, you might like to find out more about focus group research.
If a particular culture has fascinated you for years and you know you could immerse yourself within that culture, perhaps participant observation would interest you. If you love number crunching or using statistical software, a closed-ended questionnaire may be the best method for you. Remember to think about choosing a method or method s with which you are happy as this is important to keep your motivation levels high. X Three types of interview are used in social research: — Unstructured or life history interviews.
X Interviews can be conducted face-to-face or over the telephone. X Focus groups are held with a number of people to obtain a group opinion. X Focus groups are run by a moderator who asks questions and makes sure the discussion does not digress.
X Participant observation is used when a researcher wants to immerse herself in a specific culture to gain a deeper understanding. X The chosen research methodology should help to indicate the most appropriate research tools. X Research methods must be chosen within budget and time constraints. X The purpose of the research will provide an indicator to the most appropriate methods.
X You should think about your personality, strengths and weakness, likes and dislikes when choosing research methods. Bernard, H. Bryman, A. Burgess, R. Burns, R. McNeill, P. Nielson, J. Robson, C. The first thing you need to do is your background research.
This will help you to become more familiar with your topic and introduce you to any other research which will be of benefit to you when you begin your own project. Primary research involves the study of a subject through firsthand observation and investigation. Primary research may come from your own observations or experience, or from the information you gather personally from other people, as the following example illustrates.
The idea came about from my own personal experience as a teacher. One of them told me about a new report which had just come out and it was useful for me to go and have a look at it as it raised some of the issues I was already thinking about.
Actually this made me change the focus of my work a little because I soon found out that there had been a lot of work on one area of what I was doing, but not so much on another area. It was really useful to have done this before I rushed into my research as I think I might have wasted quite a bit of time. In the above example, Jenny mentions a recently published report which she has read.
This is secondary research and it involves the collection of information from studies that other researchers have made of a subject. The two easiest and most accessible places to find this information are libraries and the internet. Of course this is the case for any published information and as you develop your research skills so you should also develop your critical thinking and reasoning skills.
Think about the informa- tion you are being given. How was it collected? Were the methods sound? What motives did the publishers have for making sure their information had reached the public domain? By developing these skills early in your work, you will start to think about your own research and any personal bias in your methods and reporting which may be present. The following points will help you to surf the net effectively and efficiently.
X Try to use websites run by organisations you know and trust. X Check the About Us section on the web page for more information about the creator and organisation. X Use another source, if possible, to check any informa- tion of which you are unsure.
X You should check the national source of the data as information may differ between countries. X For some topics specific websites have been set up that contain details of questionable products, services and theories.
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