VOCABUILDER – A tool for learning foreign lan-guages

Cleber Luis Mendes Goncalves

Bachelor’s ThesisDP in Business Information

2008

Ab-

stract

Date of presentation of thesis

Business Information Technology

AuthorsCleber Luis Mendes Goncalves

Group

The title of your thesisVocabuilder – A tool for learning foreign languages

Number of pages and appendices20 + 1

SupervisorsJukka Juslin

Vocabuilder is a mobile phone application, written in java, which aims to help on language studies by facilitating vocabulary learning.

The application follows the concept of electronic ‘Flash Cards’ in which vocabulary learning is attained through spaced study and repe-tition.

There are a few well know and established implementations of elec-tronic flashcards but they are web based and therefore not available for commodity offline study. Printing the flashcards is possible but it is not ecologically friendly and involves a fair amount of artesian work, therefore justifying the creation of a mobile based version.

The objective of this project is to improve on the existing prototype application, increasing performance, usability and convenience for use as mobile study companion. Performance improvements are needed as the sheer amount of flash cards that accompany the applic-ation lengthens loading and saving times. The amount of cards also calls for usability improvements as a very large number of cards to study makes learning difficult if not properly managed. Improving the convenience of use of the application by allowing the saving of par-tially studied sets, re-study a finished set, loading alternate sets, viewing sets randomly or sequentially and creating usage statistics all contribute to make the application a highly competitive substitute to paper based flash cards.

Since the application is open-source, an incremental short-cycled re-lease approach was used in the development process, much like the popular ‘agile’ methodologies. New versions where released to the

Ab-

stract

Date of presentation of thesis

Business Information Technology

public as soon as new features became available; new features where prioritized according to the perceived benefit to the end user and feedback received from via email or bug reports. A comprehensive set of unit tests was created in order to support an extensive re-factoring of the model and controller layers which was required by the performance and usability improvements.

The original scope of the project included the creation of a compan-ion website to serve as front-end for custom flash card creation. Due to the limited maximum duration of 400 hours for this project work, the scope was later reduced to only include the improvements to the existing mobile phone application. Creation of the website and con-nection of it to the application remains the subject of future develop-ment.

Key wordsLanguage vocabulary learning mobile flashcard java

Table of contents

1 Introduction............................................................................11.1 The presentation..............................................................21.2 Summary and conclusion.................................................31.3 Bibliography.....................................................................4

1.3.1 Source criticism......................................................4

1.3.2 References..............................................................4

1.3.3 Footnotes................................................................9

1.3.4 Bibliography............................................................9

1.4 Attachments...................................................................112 Layout...................................................................................12

2.1 The cover.......................................................................122.2 Abstract..........................................................................132.3 Table of contents............................................................132.4 Headings........................................................................142.5 Text................................................................................142.6 Tables and figures..........................................................142.7 Lists................................................................................162.8 Bibliography...................................................................162.9 Attachments...................................................................16

Bibliography.............................................................................23Appendices

Appendix 1. The structure of the thesis report.................26

1 IntroductionVocabuilder is a free open-source mobile phone application, written in java, which aims to help on language studies by facilitating vocabulary learning.

In a increasingly multi-cultural world, the ability to communicate in for-eign languages is not viewed anymore as a advantage, but as a require-ment of modern life.

The application is inspired by the concept of electronic ‘Flash Cards’ in which vocabulary learning is attained through spaced study and repeti-tion. The user is show a ‘flash card’ containing a word in one language and challenged to recall it in another language. If the user successfully recalls the word the word is removed from the list of words to learn. If the doesn’t recall it, the word is saved for later studying and displayed repeatedly until the user learns it. (http://en.wikipedia.org; http://en.wikibooks.org.)

There are a few well know and established implementations of elec-tronic flashcards but they are web based and therefore not available for commodity offline study. Printing the flashcards is possible but it is not ecologically friendly and involves a fair amount of artesian work, there-fore justifying the creation of a mobile based version. (http://www.flashcardexchange.com; http://www.studystack.com)

The objective of this project is to improve on the existing prototype ap-plication, release 1.3 of which is the first publicly available version, in-creasing performance, usability and convenience for use as mobile study companion. (http://code.google.com/p/vocabuilder)

A secondary objective is to facilitate the creation of custom lists of flash cards by the end user.

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Performance improvements are needed as the sheer amount of flash cards that accompany the application lengthens loading and saving times. The amount of cards also calls for usability improvements as a very large number of cards to study makes learning difficult if not prop-erly managed. Improving the convenience of use of the application by allowing the saving of partially studied sets, re-study a finished set, loading alternate sets, viewing sets randomly or sequentially and creat-ing usage statistics all contribute to make the application a highly com-petitive substitute to paper based flash cards.

Since the application is open-source, an incremental short-cycled re-lease approach was used in the development process, much like the popular ‘agile’ methodologies. New versions where released to the pub-lic as soon as new features became available; new features where pri-oritized according to the perceived benefit to the end user and feed-back received from via email or bug reports. A comprehensive set of unit tests was created in order to support an extensive re-factoring of the model and controller layers which was required by the performance and usability improvements. (Subramanian, V., Hunt, A. 2008; http://www.infoq.com.)

The work was structured so to first create a set of unit test to validate the changes done in the code against the required functionality, ac-cording to the concepts of Test Driven Development (TDD). Following, the performance requirements where addressed, since those involved the greatest changes on the existing architecture. Those re-quired mostly changes to the model and controller layers of the applic-ation.

The next step was to improve the usability by adding several new fea-tures and changing the user interface. The changes at this point in-volved mainly the controller and view layers. Unit tests where created for the controller layer but not for the view layer since the transfer of business code from the view layer to the controller layer simplified the

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former layer making the creating of a set of test cases for it dispens-able. (http://blog.briandicroce.com)

The original scope of the project included the creation of a companion website to serve as front-end for custom flash card creation. Due to the limited maximum duration of 400 hours for this project work, the scope was later reduced to only include the improvements to the existing mo-bile phone application. The secondary objective was temporarily ad-dressed by creating end user instructions on how to substitute or edit the built-in lists of words. Creation of a web front end and connection of it to the application remains the subject of future development.

2 The presentation

After the introduction comes the presentation, which consists of a the-oretical part and an empirical part. The theoretical part provides the theoretical background of your thesis. It is based on reference literat-ure and earlier research, and places your thesis within a more general context (e.g. phenomenon studied). If you have not presented and defined your key concepts in the introduction, you should do this as early as possible in the presentation. The concepts are to be defined within a conceptual scheme that is known, established and accepted by experts. This ensures, for example, that concepts like "business idea" and "professional competence" are understood in the conventional way. The theory or theories you employ must always be presented with suffi-cient detail, and you must also indicate how the theory relates to the empirical part.

The theoretical part is followed by the empirical part, which presents the findings of your own research. In research-based theses, the empir-ical part is further divided into four parts: collection and handling of data, presentation of methods, description of results, and interpretation of results. Similarly, a project-based thesis is divided into project plan, project implementation, results and assessment. Present your results in

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the order that the research questions were presented. Each part should be described with the level of detail required, i.e. that the reader un-derstands what you did, how you did it, and what the result was. A pro-ject-based thesis should be precise enough that the reader would be able to reproduce the results achieved on the basis of the information provided.

2.1 Summary and conclusion

The readers of your thesis, especially if they are the commissioning party, are interested in your summary and conclusion. This section re-views the key results, and the conclusions that can be made from them. It also discusses the significance and reliability of the results, and their value with regard to both theory and practice. The section proceeds from the presentation of the results to a general discussion.

It is good to begin the summary and conclusion with a review of the work’s primary objective and purpose, followed by a review of the key results. The summary and conclusion should indicate how successfully the thesis questions were solved. This can include mention of any para-doxes or similar that you have discovered during the course of your work.

In the summary and conclusion, it is also advisable to mention if there were any limitations in your research method, and if so, what they were and how they could be further improved upon in further research. In addition, the summary and conclusion should make note of how your thesis contributed to the topic under study, and the extent to which your results can be generalised. This section also often makes recom-mendations and gives examples of how your findings can be utilised in practice. And finally, it is advisable to give any recommendations or suggestions for further research.

2.2 Bibliography

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The theoretical part of your thesis, i.e. the research framework, is based on your references. These include research studies, books, art-icles, interviews, the Internet, professional seminars, lectures, as well as reports produced by companies, associations or the public sector. You are to indicate all your sources both in the text proper and in the bibliography, which is to be placed at the end of your thesis. This al-lows the reader to check from where you have obtained the information you present. In addition, your sources allow the reader to determine the quality and reliability of your work.

2.2.1 Source criticism

One of the thesis objectives set for your work by HAAGA-HELIA is to provide you with good practice in learning to use source materials com-mon in your field, as well as practice in assessing their value and reli-ability with regard to your work. Good indicators of reliability are the recognition and expertise of the author. It is also advisable to assess the reliability and objectivity of a source on the basis of the work’s in-tention. Thus, for example, a company advertisement or other market-ing materials do not meet the criteria of objectivity set for a research study. A reliable source is up-to-date (i.e. relatively new), even though you cannot always assess the value of a source solely on the basis of when it was written. All fields have their classics, which have retained their value from one decade, or even century, to the next.

2.2.2 ReferencesIndicating your sources is also an issue of trust: They provide the reader with a means to verify that the information provided is correct and that this information has been presented in a proper context. In ad-dition, source references allow the reader to judge the value of any claims made in the text.

The practices for indicating references vary between fields. Neverthe-less, whatever the field, sources are to be indicated in such a way that

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the reader clearly understands when a portion of text is based on an outside source and when such a portion is based on the writer’s own points of view. A source reference in the text proper should always be as short as possible so that it does not hinder reading, but nevertheless contains sufficient detail to make it easy to locate the source in your bibliography. A source reference in your text must always find its match in your bibliography, with the sources listed in the bibliography in alphabetical order, either starting with the author or publisher.

In HAAGA-HELIA theses and other reports, sources are always to be in-dicated in the text proper (i.e. footnotes are not to be used). Indicate your sources in parentheses following the Harvard system, i.e. name and year of publication. Indicate the page number/s of your source al-ways if you are not making reference to the entire work. Separate the year from the page number/s with a comma. You should always indicate your source whenever you make either a direct or indirect reference. Below are listed the most common examples (they are included for the sake of clarity).

Example 1. Reference to a sentenceIf you refer to your source by means of a sentence, indicate your source in parentheses before the period.

Even though research studies indicate that mood has only a relatively small impact on satisfaction, this impact should still be taken into account in customer satisfaction surveys (Grönroos 2001, 112-113).

Example 2. Reference to several sentencesIf your reference to a source runs for longer than one sentence, indic-ate your source after the period of the final sentence, i.e. place a period after the sentence and inside the parenthesis of the reference informa-tion.

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Companies that adapt their operations too much to accom-modate customer wishes will, sooner or later, be at the mercy of their customers. This means that the company will end up in situation set by the customers, without having a will of its own. (Storbacka & Lehtinen 1997, 17.)

Example 3. Direct quotationIt is advisable to use direct quotes sparsely so that they will retain their impact. Direct quotes should not be removed from their context. A short direct quote should always be placed in quotation marks “---”. A direct quote is considered short if it is at most three lines long. A direct quote must always be exactly as it was in the original text. If your quote is long, i.e. more than three lines, indent it (one tab) and use a smaller font size (10). The indentation shows that you have made a dir-ect quote, and therefore you do not need to place the text inside quota-tion marks.

To sum up, a text must always indicate what is the author’s “own”, and what has been borrowed from other sources, whether this be a direct quote, an abbreviation or a paraphrase (i.e. saying it in your own words). It is quite common for inexperienced writers to place a source reference, or possibly even a string of references, at the end of paragraph, without indicating which part of the paragraph is based on which source and which part reflects the author's own views. Such a practice does not meet the accuracy and reliability requirements of academic or scientific writing. (Hirsjärvi, Remes & Sajavaara 2004, 322.)

Example 4. One authorPlace in parenthesis the author’s surname, the year of publication of the work, and the page numbers where the information referenced can be found.

(Lotti 2001, 65.)(Kauppinen 2002, 38.)

Example 5. Two authors

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If you refer to a text that has two authors, always indicate both in your source reference. If you do this in your text proper, combine the names with the and conjunction. Inside parenthesis the names are combined with the & symbol. Write the names in the same order that they are given in your source, even if they are not in alphabetical order.

(Aula & Heinonen 2002, 31.) According to Aula and Heinonen (2002, 31), – –

Example 6. Three or more authorsIf there are 3–5 authors, list them all when you refer to the source for the first time.

(Hirsjärvi, Remes & Sajavaara 2001, 322.)

In later references, list only the first author followed by the abbrevi-ation et al.

(Hirsjärvi et al. 2001, 322.)

If there are more than six authors, use the abbreviated version also in the first reference (the full list is to be provided in your bibliography).

(Lonka et al. 2001, 15.)

Example 7. Referring to more than one sourceYou can also refer to more than one source in any given portion of text. In such a case, place your sources in parenthesis in alphabetical order. Separate the publications by means of a semi-colon.

(Grönroos 2001, 112; Sillanpää 2002, 156.)

Example 8. Two publications by the same author

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If the same author has two publications published in the same year, differentiate between the them by using a letter in lower case as shown below.

(Kauppinen 2003a, 48; Kauppinen 2003b, 118.)

Example 9. Reference when the author is unknownIf the author of your source is not known, indicate the name of the pub-lication or publisher.

(Wine Digest 5/2005, 9.)(Chamber of Commerce 2007, 12.)

Example 10. Reference to a text that refers to a third textAlways strive to get your information from the original source. How-ever, if you cannot locate the original source, you need to take recourse to a secondary source, i.e. a source that refers to the original. In such a case, you should indicate the secondary source as your reference.

Naukkarinen’s research showed that the student loan is not a popular alternative. – – (Virtanen 2005, 123.)Naukkarinen (2004, in Virtanen 2005, 234) argues that the popularity of student loans can be increased in many ways. Firstly – –

Example 11. Reference to a websiteWhen referring to Internet sources, follow the same principles as for printed materials: Indicate the author and publisher or publication name and year, if available.

Indicate also the page number/s, if you are referring to a PDF file or similar. If you make several references to the same publication or pub-lisher, differentiate between the references by using a small letter.

(Lehtinen 2006.)9

(Finnair Oyj 2007a.)(Finnair Oyj 2007b.)(Bureau of Statistics.)

Example 12. Reference to an article on the InternetIf an Internet article has the same format as a printed article, and if it also has an ISBN or ISSN number, refer to it in the same way as a prin-ted article. If you don’t know the author, refer to the publisher.

Indicate in your bibliography the URL (web address) that as such leads to your source.

http://www.kka.fi/julkaisut_tkteksti.lasso?id=1056http://www.kka.fi/pdf/julkaisut/KKA_207.pdf

Do not indicate in your bibliography a URL (web address) that leads to your source only through a specified address. Such addresses are usu-ally very long and might include special characters.

When referring to a database, indicate in your bibliography only the do-main name, i.e. the top level address.

Not like this: https://helka.linneanet.fi/cgi-bin/Pwebrecon-.cgi? LANGUAGE=Finnish&SL=None&CNT=50& Search%5FArg=rantanen &Search%5FCode=NAME%5F&PID=7205&BROWSE =2&HC=1&SID=1But like this: https://helka.linneanet.fi

Example 15. Interviews and information directly obtained from a personRefer to interviews or other information directly obtained from a per-son by means of the surname, the first letter of the first name, as well as a date that is as accurate as possible. For example, the format for

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letters, telephone interviews, lecture notes, e-mail or discussions is as follows:

(Laakso-Manninen, R. 14.3.2007.)

2.2.3 Footnotes

Footnotes can be used to provide additional information that is not re-quired for the clarification of a matter as such, but nevertheless shed light on some detail or otherwise provide useful additional info. Your text proper, however, must be able to stand on its own, i.e. be under-standable without footnotes.

You can, for example, place the original language of a translation or a mathematical equation in a footnote. You can also place numerical in-formation that otherwise would lower the readability of your text. Fur-thermore, you can describe or provide your evaluation of a source in a footnote, if you feel it is somehow significantly out of the ordinary, or otherwise of special interest. Aside from the above, please remember that HAAGA-HELIA policy is that footnotes are not to be used as source references.

2.2.4 Bibliography

The bibliography provides the reader with accurate information about your sources. The reader can use this information to seek further in-formation, and also to verify that the information is valid and assess the quality of your thesis.

Place the bibliography at the end of your thesis, before any attach-ments. The page is to have the heading “Bibliography”. Arrange your sources alphabetically according to the first word of each source. Do not provide separate sections for printed and non-printed sources. The bibliography is to include only sources that have been cited in the text.

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The order of bibliography items for a book is:

– the author or authors– the publication year– the title of the book– the edition, if not the first– the name of the publication series, if the book is a part of such a

series– the publisher and the publisher’s domicile.

The order of bibliography items for an article is:

– the author or authors– the year of publication– the title (headline)– the name of the magazine/periodical/newspaper– the volume of the magazine/periodical/newspaper (i.e. the number of

years it has been published)– the issue of the magazine/periodical/newspaper (i.e. the number for

the magazine for that year); for newspapers the section and date.– the page number/s.

The order of bibliography items for an electronic publication is:

– the name of the author (or publisher or publication)– the publication date or update date– the headline of the page you are referring to– The URL (address) of the page– the date of your reference, i.e. the date that you accessed the inform-

ation.

For collected works, i.e. books with a collection of articles, you are to indicate the author of the article, the year of publication, the name of the article, the editor/s of the collection, the name of the collection, the page/s, the publisher and publisher’s domicile.

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For interviews, including information obtained directly from persons, you are to indicate the name of the interviewee, the interviewee’s posi-tion in the organisation, the name of the organisation, location as well as the date of the interview.

For electronic sources, indicate the search term, publication year (if mentioned), headline or title of article, (name of publication, volume and number), as well as Internet address and date. It is always advis-able to keep a copy of any Internet source you use. Do not underline the Internet address in the bibliography.

For EC regulations, indicate the source information as provided in the Official Journal of the European Communities (Official Journal of the European Communities, number, date of publication and page number/s).

2.3 Attachments

Place your attachments at the end of your thesis. This is where you loc-ate all material that you refer to in your text but do not to present in the text as such. An attachment can be, for example, a questionnaire used for gathering information, the covering letter sent with such a questionnaire, a document, an agreement or a large table or figure. Re-member that an attachment cannot stand on its own; it must always be referred to in your text.

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3 Layout

The layout of your thesis (and other reports) should follow the models provided in these guidelines. The basic layout is as follows:

– top margin 2 cm, bottom margin 2 cm– left margin 2 cm + binding space 2 cm, right margin 1.5 cm– line spacing 1.5 – identification info from top of page 1 cm– font for chapter headings Garamond 15 pt, lower case, bold– An empty line below chapter headings– font for other headlines Garamond 12 pt, lower case, bold– text font Garamond 12 pt.

Start your text from the left margin. Always use hyphenation and do not justify your text on the right side. Place the page number on the bottom centre of the page. The page numbering begins from the first page of the introduction and continues until the end of the work.

3.1 The cover

Use the cover of these guidelines as your template. The basic layout is as follows:

– the thesis title: 15 pt bold, 9 cm from top – the author/s: Surname before first name, in alphabetical order by

surname; 12 pt, 11.5 cm from top– the document type, i.e. thesis 12 pt, 25 cm from top, 9.2 cm from left

margin– degree programme: 12 pt, 25.7 cm from top, 9.2 cm from left margin– the year of completion: 12 pt, 26.5 cm from top, 9.2 cm from left

margin.

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Figure 1. Model cover for thesis

3.2 Abstract

Use the abstract form provided in these guidelines as your template.

3.3 Table of contents

Use the bibliography of these guidelines as your template. The page is to have the heading “Table of contents”. Start the heading from the left margin, at 4.7 cm from the top of the page. Capitalise the first let-ter, then use lower case, bold, 15 pt. Do not give a number to this head-line.

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3.4 Headings

Headings communicate topics covered underneath them. In addition to main headings, use subheadings for the benefit of readers and those browsing through your thesis. Use at most two hierarchical levels for your headings, and do not make headings longer than one row. Num-ber your headings and place text under each heading. Start all head-ings from the left margin. Start every new chapter on a new page.

3.5 Text

Place a line break after each heading. Start the text proper from the left margin, aligned to the left margin (do not justify the text). Remem-ber to hyphenate the text. Separate paragraphs with a line break. Start a new paragraph for each new topic. Use typographical effects (e.g. it-alics and bold) sparsely so that they retain their effect. Do not under-line text.

3.6 Tables and figures

You can support your text with tables and figures. Figures are images, maps, diagrams and charts. Give a heading for each table and figure. Number tables and figures, each in their own series, e.g. Figure 1., Table 1. For tables, place the number and heading above the table; for figures, place the number and heading below the figure. In the text, refer to the table using lower case, and add a period after the number. Do not place a period after a table or figure heading. Start tables and figures at the same place as your text, i.e. on the left margin. If the in-formation provided is not from your own data, indicate the source for the table or figure after the heading. Do not mention any tables or fig-ures in your bibliography. If a table or figure is very large, or if there are many of them, place them in an attachment.

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Favour black and white and avoid grey or other colours to ensure op-timum readability. Also avoid three dimensional images because they easily distort the information contained. Each table or figure you use should also be referred to in the text. Nevertheless, the reader should be able to understand the text without consulting a table or figure provided. Use the table below as a model.

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Table 1. Overnight stays in Finnish hotels by the four most important nationalities in 1996, 2000 and 2005, and their share of overnight stays by all foreign nationals (Statistics Finland 2006, 34)

1996 2000 2005Overnight stays,

(thou-sands)

Share % Overnight stays,

(thou-sands)

Share % Overnight stays,

(thou-sands)

Share %

All for-eigners 3 369 4 129 4 499Sweden 566 17 656 16 598 13Russia 464 14 461 11 499 11Germany 531 16 490 12 543 12UK 226 7 367 9 421 9

The text below a table is to present key facts about the table, for ex-ample as follows: Russians consistently spent about 500 nights in Finnish hotels each year in 1996, 2000 and 2005 (table 1). Overnight stays by people from the UK, on the other hand, nearly doubled over this period, from just above 200 to over 400. The share of UK visitors in relation to all foreigners, however, grew by only 7 percent to 9 percent. This is because total overnight stays have increased by nearly one thou-sand per year on the average, to the current 4,500.

When preparing figures, use the figure below as a model.

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0100200300400500600700

1996 2000 2005 Year

Overnight stays(thousands)

SwedenRussiaGermanyUK

Figure 2. Overnight stays in Finnish hotels by the four most important nationalities in 1996, 2000 and 2005 (Statistics Finland 2006, 34)

As in the case with tables above, the text below the figure should ex-plain key facts and conclusions about the figure.

3.7 Lists

Place a dash at the point where the text proper begins. Start the text 0.5 cm after the dash If the text of one item in your list runs for more than one line, always justify your text from the same point. Use a dash instead of other markers (e.g. bullet points). Use the lists provided in these guidelines as a model.

3.8 Bibliography

Your bibliography is to have the heading “Bibliography”. Start the heading from the left margin, 4.1 cm from the top of the page. Capital-ise the first letter, then lower case, bold, 15 pt. Do not give a number to this heading. Add an extra row after the heading and after each source reference. Line spacing 1.5.

3.9 Attachments

All reports, including your thesis, can have attachments. Mention the attachments at the end of the bibliography under the subheading “At-tachments”. Name and number the attachments, and write them under the subheading, as shown in the table of contents in these guidelines.

Start each attachment on a separate page and place them at the end of your thesis. If your attachments are in electronic format, supply them with the word Attachment, and the attachment name, number, and page number/s. If you are preparing the attachments using Word, add a 2 cm margin for binding, set the left margin to 0–2 cm, and right mar-gin 0–1.5 cm. If your attachments are not available in electronic

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format, write the word Attachment, and the attachment name, number and page number/s by hand. Supply also the electronic version of your thesis with attachment numbers, and strive to include the attachments within the thesis file proper. The page numbers of your thesis should run until the last page of the last attachment, even if you cannot supply a page number for all attachments due to technical reasons. The at-tachment pages, however, are not included in the total number of pages given for the thesis in the abstract; this page number is the same as the number on the last page of your bibliography. After this, you are to indicate the number of attachment pages after the + symbol.

BibliographyWikipedia article on Flashcards. URL:http://en.wikipedia.org/wiki/Flashcard. Quoted: 27.09.2008

Wikibook on how to learn a language. URL:http://en.wikibooks.org/wiki/How_to_learn_a_language. Quoted: 27.09.2008

Flashcard Exchange, web based flashcard implementation. URL:http://www.flashcardexchange.com. Quoted: 28.09.2008

Study Stack, web based flashcard implementation. URL:http://www.studystack.com. Quoted: 28.09.2008

All the published versions of Vocabuilder. URL:http://code.google.com/p/vocabuilder/downloads/list?can=1&q=&col-spec=Filename+Summary+Uploaded+Size+DownloadCount. Quoted: 28.09.2008

Subramanian, V., Hunt, A. 2008. Practices of an Agile Developer. 4. ed. The Pragmatic Programmers. The Pragmatic Bookshelf. Dallas, Texas.

Agile practices. URL:

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http://www.infoq.com/presentations/Natural-Laws-Jeffries-Hendrickson. Quoted: 28.09.2008

Essence of Test Driven Development. URL:http://blog.briandicroce.com/2008/03/14/three-index-cards-to-easily-re-member-the-essence-of-test-driven-development. Quoted: 28.09.2008

--------------------------------Decree on Studies at Universities of Applied Sciences 256/95.

Below are some examples on how to indicate your sources in your bibli-ography [please note that you can place in brackets your translation of titles/headings of your sources that are in languages other than Eng-lish]:

Bureau of Statistics 2006. Verkkokoulu [Online school]. URL: http://www.tilastokeskus.fi/tup/verkkokoulu/index.html. Quoted: 21.9.2006.

Chamber of Commerce 2005. Yrityksen perustajan opas 2005 [Guide to starting your own company 2005]. Chamber of Commerce. Helsinki.

Finnair Oyj 1999. Finnair lentänyt tasan 30 vuotta New Yorkiin [Finnair has flown to New York for exactly 30 years]. Press release. URL:http://www.finnair.fi/sisalto/lue/uutiset/tiedotteet/990519.htm. Quoted: 10.4.2006.

Finnish Tourist Board 2007a. Foreign visitors in Finland in 2006. Bor-der interview survey. Finnish Tourist Board publication series MEK A:154:2007. Finnish Tourist Board. Helsinki. URL: http://www.mek.fi/web/MekEng/publish.nsf/6fbc23c71ea8ce81c2256a1b0039992c/edef028a2e327a5bc225718c00293c21/$FILE/A154%20Rajahaastattelu-tutkimus_osa%2019_Koko%20vuosi%202006.pdf. Quoted: 29.9.2007.

Finnish Tourist Board 2007b. Travel facts. URL: http://www.mek.fi/web/MekEng/publish.nsf/6fbc23c71ea8ce81c2256a1b0039992c/

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Appendix 1The structure of the thesis reportRESEARCH-ORIENTED THESISAn empirical study*

PROJECT-ORIENTED THESISA study, an application, an ex-periment, a planning or devel-opment project

CoverOfficial assessment statement

AbstractAbstract in FinnishTable of contents

1 Introduction- general introduction- objectives, research questions, scope- concepts

1 Introduction- general introduction- goals, definition of assignment (detailed)- concepts

2 Theoretical partprior research

theories and modelsprofessional literature and other sources

3a Empirical part- presentation of target under study- data- methods (data acquisition and analysis)- results- assessment (reliability and valid-ity)

3b Empirical part- presentation of target under study- project plan- project implementation- presentation of results- evaluation

4 Discussion (analysis)summary

conclusions and/or recommendationssuggestions for further research or development

(the discussion can also include an evaluation of the thesis process)Bibliography

Attachments (if any) Attachments: Documentation (the project outcome can be a separate document)

*For a theoretical/philosophical analysis, part 3 is somewhat different.

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