| During the study period we considerably apply any | | | | unpleasant feelings of frustration, anxiety and |
| information research upon assignments given to | | | | uncertainty. The phase of selection is |
| us by our teachers in Universities, after graduating | | | | characterized by feeling optimism because you |
| we are constantly seeking information because of | | | | can defeat your uncertainty and actually knew |
| our jobs, simultaneously we have to update our | | | | what to do and where to find. |
| common knowledge to be well oriented in fast | | | | During selection the only obstacle you may have |
| and dynamic development of the world outside | | | | is absence of easy access or lack of resources. In |
| us. Despite differences in initial target of | | | | most cases selection and exploration occur |
| information research the whole process of | | | | simultaneously as you make correct selection |
| seeking does not vary in general and has been | | | | upon materials content. |
| partially explained and divided into six phases: | | | | Every interpretation of information gained is |
| initiation, selection, exploration, formulation, | | | | assessed through the internal emotions and |
| collection and presentation. | | | | personal view, so every research inevitably |
| The initiation phase started with making | | | | reflects assessment of outer sources through |
| statements in general of where and how to | | | | interpretation made upon inner thoughts and |
| gather the information. The cognitive process | | | | personal attitude to the information. |
| prevailed over physical and caused affective | | | | The process of finding the answers to the |
| process consisted of frustration, uncertainty and | | | | questions caused the next phase of research - |
| anxiety. These feelings were resulted from huge | | | | formulation. The difficulty of your thoughts |
| amount of available resources that should have | | | | formulation eliminates feeling of doubt because |
| been read and understood in order to identify | | | | you are "busy" with your thoughts and do not |
| more specified questions upon the task. | | | | have time to be doubt. The only thing you are |
| Frustration and anxiety were strengthened by | | | | engaged with is how to organize your ideas, form |
| time limitations because the reading material was | | | | them in acceptable way and then present them in |
| by large volume. Sometimes this affected the | | | | your conclusion. |
| wish to either abandon research, apply the | | | | The fifth phase of working with sources is |
| teacher's assistance in material search or change | | | | collection. If tasks and sources were defined |
| the task. In order to overcome this wish you | | | | clearly on the grounds of certain thoughts and |
| need some time period. | | | | actions the collection process was accompanied |
| This time is necessary to stop reading any new | | | | with the feeling of confidence supporting the |
| material and start analyzing what you have | | | | research clear direction. During the collection I had |
| already done. It can be narrowed in a few | | | | to make notes in order to make up further |
| questions that will help you to identify types of | | | | scheme of analysis. It is easier to analyze and see |
| resources with the content which is as close to | | | | further direction to conclusion while using such |
| your task as possible. According to my | | | | demonstrative tools as tables, diagrams or |
| experience this period was intermediate between | | | | schemes showing the information collected. |
| first two phases of initiation and selection. | | | | The last phase of making conclusion demands to |
| My approach was based on my previous | | | | show the presentation of all your thoughts |
| experience of communicating and dialoguing with | | | | interpreted in clear statements based on collected |
| people. This approach does not demand dialogue | | | | information and your own feelings and analysis of |
| participators who must strictly be professionals in | | | | this information. This phase in followed either by |
| the area of my research. The dialogue structure | | | | feeling of satisfaction or disappointment while |
| is based on just speaking about your current task | | | | reviewing and assessing your research work's |
| to the person who even does not know anything | | | | efficiency and significance. |
| about it. Upon my own feelings I had to suppose | | | | After the satisfactory completion of research you |
| that such dialogues are needed to speak loudly | | | | can overview all the stages you have passed and |
| about your problem so it becomes clearer and | | | | assess them according to their complexity, time |
| simpler while you are speaking. Usually by the end | | | | duration and emotional load. |
| of communication you come to more distinct | | | | Get more tips of Research Papers writing and |
| decision of what kind of information you need to | | | | view research paper Samples for free. |
| find. Such conversations also help to overcome | | | | |