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Chapter 5: Conclusion, Interpretation and Discussion

Introduction.

The following chapter concludes this report. A summary of the research is presented, and findings of the study are discussed and interpreted. The significance of this research in the immediate context of El Gallo and in the field of low-income housing is examined. Recommendations for further research end the chapter.

The scope of the following conclusions is limited to the context and historical characteristics of El Gallo. Thus, applied to other situations, these conclusions may yield incorrect assumptions. Still, these conclusions are relevant to the process of dwelling evolution in progressive development projects.

5.1 Summary of Research

This study observed the process of dwelling evolution in progressive development projects. The literature review was concentrated on the process of progressive development occurring in planned sponsored projects. It was found that, based on observations of the informal settlement process, progressive development under different contextual conditions was not questioned, and its benefits were taken for granted. Studies in the area were reduced to the period of improvement up to the time when the dwelling was physically consolidated. Longer term evaluation of progressive development projects were not found.

Research was undertaken on a 27-year-old progressive development project in Venezuela. The intention was to observe the process of dwelling evolution and the kind of housing that was being produced under progressive urban development projects on a long-term basis. The case study showed dwellings built with different initial levels of user-participation. Dwelling evolution was observed in a survey sample using parameters relevant to the case study (i.e., area increase, dwelling spatial growth and plot occupation, and changes in the functional structure).

Survey dwellings followed identifiable patterns of evolution in size, spatial structure and use-layout. Patterns were affected by aspects of the surrounding context and by aspects inherent to characteristics of the initial dwelling. Consequently, different dwelling groups showed different processes of progressive development.

5.2 Discussion and Interpretation of Findings.

As progressive developments, dwellings at El Gallo were able to adopt new and diverse roles along their whole process of evolution. In this section, relevant issues of the process of dwelling evolution observed at El Gallo are discussed. The first concerns the role of the non-permanent structure in the context of El Gallo as a sponsored progressive development project. The second comments on the process of dwelling evolution that followed the construction of the permanent structure.

In principle, non-permanent structures at El Gallo were similar to ranchos built in informal settlements. Ranchos at El Gallo served as primary shelters while more basic household priorities were met (i.e., services and infrastructure were provided, sources of income were found and generated, and even a favourable social environment was developed among neighbours). However, the majority of tin shacks were neither considerably increased nor upgraded with better materials even when they were used for long periods of time. This fact, together with the sudden change in the pace of development caused by the construction of a very complete permanent dwelling and subsequent removal of the rancho, had no connection with the gradual process of shack replacement observed in invasion settlements of Ciudad Guayana during this study (Portela, M. 1992). Neither did this process have a relationship with the system of "piecemeal construction" described by several housing researchers as characteristic of low-income dwellers.

The shanties were... housing in process of improvement. In particular the piecemeal system of building afforded great advantages to those who, like most of the poor in developing societies, have great variations in income from month to month (Peattie L. 1982:132).

Under El Gallo conditions of land security, ranchos did not show consolidation, and revealed their transient character because they were eventually substituted by permanent structures. The non-permanent structure revealed the primary household's aspiration for a minimum satisfactory habitable area. However, besides basic shelter during the initial stage, ranchos served to the purposes of capital accumulation that eventually allowed households to buy a basic unit according to official standards, or building a bigger, more complete first permanent structure. The size of ranchos reflected households' aspirations for the permanent dwelling, that is,smaller ranchos were substituted by basic units of the housing programs. Instead larger ranchos were substituted by large self-produced dwellings.

It is difficult to ascertain why ranchos were removed when they could have been kept as part of the dwelling, as in fact did a minority of households (2 cases). Is a fact that the temporary materials of ranchos contributed to their deterioration that ended with the total removal of the rancho. However, an idea that may have contributed to the demolition of the rancho was the household's adoption of the planner's belief that ranchos were a bad but necessary step on the way to obtaining permanent housing. Thus, once the permanent dwelling was built, the price households paid to gain credibility (i.e., that this stage was reached) was the demolition of the rancho itself. This interpretation can be specially true for Ciudad Guayana, where dwellings of certain quality such as those of El Gallo were seen as "casas" or houses. Instead, structures of similar quality in the hills of cities such as Caracas were still considered ranchos. In the long run, informal settlements obtained the largest benefits from this process because they gained far more official tolerance and social credibility (i.e., that shacks were actually temporary means of residence towards good-quality housing).

Those who lived in smaller ranchos improved their spatial conditions by moving to the small basic dwellings. Those who occupied bigger ranchos built bigger dwellings by themselves. Still, some households built their dwellings without going through the rancho stage. Self-produced dwellings followed the formal models either to gain the government's credibility of user commitment to build "good" government-like housing, or because households believed so. Imitation of the formal models, however, varied according to the builder's interpretation. For instance, the pattern of the detached dwelling was adopted, but often one of the side yards was reduced to a physical separation between the dwelling and the plot separation wall. More effective interpretations involved enlarging the front porch or using the central circulation axis to allow easy extension in the future.

The building approach of the permanent structure influenced the process of evolution that followed. Basic units built by the housing agencies had a compact, complete layout with higher standards of construction; however, aspects of the design, such as internal dimensions, were inadequate for household criteria, and the layout was not well adapted. Dwellings built according to provided plans and specificationshad similar problems, but households enlarged spaces and modified layouts when they were building the units. The level of construction standards was also reduced since the lateral façades of some dwellings were unfinished. Dwellings built totally by self-help means were the largest permanent structures. Aspects of the design of the first permanent structure allowed easy extension of the dwelling towards open areas of the plot. More user participation was reflected in straight-forward processes of evolution without internal modifications, and fewer stages to reach the current houseform.

5.3 Significance of the Study

While this study acknowledges again the effectiveness of progressive development in the housing system, it shows how dwelling evolution in progressive development projects can have different characteristics produced by internal and external interventions. Usually, projects are designed and launched to reproduce certain desirable outcomes and meet specific expectations. However, conditions prevailing in these projects and sometimes strategies that are introduced to "improve," "speed up" or make more "efficient" the process of evolution can affect the outcome in many different ways. This study showed how contextual characteristics of El Gallo, as well as the design and level of user participation in the initial permanent dwelling, affected successive stages of progressive development. However, it is important to recognize that are other issues beyond the spatial aspects that are intrinsically related with the evolution of the dwellings and that were not included within the scope of these particular research (i.e., household's changes in income, size, and age or gender structure).

The findings at El Gallo add modestly to the body of knowledge of literature on progressive development. Progressive Urban Development Units, UMUPs , have been the main housing strategy in Ciudad Guayana these last years, and they are likely to keep being used. Simple facts such as knowing the characteristics of the additions and modifications that households make to their dwellings over time can be the basis for more assertive actions supporting or enforcing progressive development activities. Understanding the process of dwelling evolution in low-income developments would be an effective way to help the process that, in the case of Ciudad Guayana, zonings and bylaws have been unable to regulate.

5.4 Recommendations for Further Research

Long term assessments are particularly constrained by the availability and reliability of recorded data. The frequency, and often the methodology, in which censuses and surveys are made do not always suit the purposes of this kind of research. Household interviews are very important, but they may become troubled by informant's limited memories and the continuity of the household in the dwelling. Aerial documentation, if available, represents one of the most reliable sources to observe physical change. Nevertheless, a careful and detailed process of observation of aerial data becomes very time consuming. For similar studies, a first phase in which the housing diversity is identified in the aerial data according to the selected criteria, would allow to reduce the number of detailed survey samples needed, thus considerably reducing the time of data collection.

In the context of Ciudad Guayana, further studies of the non-permanent dwelling in recent UMUPs would reveal new insights into the function of these structures in progressive development projects. This would be essential especially if any kind of initial aid is to be provided. On the other hand, following the growth of progressive developments is necessary if services and infrastructure are, as they are now, the responsibility of the local government. Identifying the producers of physical evolution -- i.e., the drivers and catalysts of change -- would be an important step for further research. An interesting step within this trend could be to ascertain the extent in which other household processes -- family growth, income increase and economic stability, household aging, changes in the household composition (single- to multi- family), etc., affect the process of dwelling evolution.

In the context of low-income housing, the process of progressive development needs further understanding. As in Ciudad Guayana, progressive development is likely to be the main housing strategy for other developing countries in the near future. Local authorities would do well to follow the evolution of settlements and to identify real household needs, and the consequences of public and/or private interventions in low-income settlements. Perhaps the most important learning of this study is that the experience of El Gallo acknowledges again the dynamic participation of the low-income households under different conditions, and still leaves wide room for a positive participation for the many other actors in the evolving urban entity.

. Notes for Chapter V

1 Dodge reports that some settlers of Ciudad Guayana kept the rancho and rented it to poorer families (Dodge,C. 1968:220). This attitude has been more common in other progressive development projects. The Dandora site and services also encouraged the construction of temporary shacks while the permanent dwelling was built. However, non-permanent structures remained to be rented or used as storage areas even after the permanent dwelling was built (McCarney, P.L. 1987:90).

Department and University Information

Minimum cost housing group.

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Chapter 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

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Writing dissertation chapter 5: the biggest mistake students make, published by steve tippins on june 4, 2020 june 4, 2020.

Last Updated on: 2nd February 2024, 04:50 am

Chapter 5 of your dissertation is different from all of the previous four chapters.

If you’re beginning to write Chapter 5 of your dissertation, you know that most of the writing you’ve done up until now was fairly formulaic. You’ve probably been following templates with strict requirements about what needs to be included in each section and subsection. Even in Chapter 5, many schools will give you a template. But don’t let that fool you.

Regardless of whether you receive a rubric for it, Chapter 5 of your dissertation is unique. 

Your dissertation’s Chapter 5 is where you get to be more individualistic than in any other chapter and really “sing your song.” Why? It’s where you tell the reader what your results mean. Not just what they are, but what they mean. You tell them what they should take away from your study. You describe how your results can help others in the world or in the field. 

The Most Common Mistake Students Make When Writing Chapter 5 of Their Dissertation

The biggest mistake students make when writing their dissertation’s Chapter 5 is not writing enough. In fact, students often submit an “implications” section that’s only a few paragraphs.

As a committee member , it’s hard to see someone who has spent a year on a research topic and written 100+ pages about it and then get to the implications in Chapter 5 and see two paragraphs. This begs the question, “You mean this is all you have to say?”

Don’t cheat yourself in Chapter 5. Really explain and tell the story of what your results mean.

This is where you get to bring out your intellectual curiosity and help others really understand what you did and why you did it, what it means, and why it’s important. Of course, you’ll need to do this all within the guidelines of what your university will allow you to do. 

Normally Chapter 5 of a dissertation is about 15-20 pages. If it’s under ten pages, you’re really underselling your research. When you get to around 30-40 pages, your committee is going to wonder, “did all this come from your study?” or “couldn’t this have been said more succinctly?” 

Tips for Writing Dissertation Chapter 5

Reference the Literature. If you’re stumped for things to write, look at what you said in Chapter 2 and tell the reader what your results mean in relation to what the researchers you quoted in Chapter 2 were talking about.l How you have added knowledge to the field?

Consider Your Defense. When you do the defense of your final document, Chapter 5 is where you end up at the end of your presentation. This is the last thing you talk about before you get to questions, and it’s where you may be able to answer questions before they come up. 

Address Your Problem and Purpose. Don’t forget to remind the reader what your problem statement and research questions were at the beginning of Chapter 5. Explain how your results apply to the problem and purpose.

Back Everything Up. Also remember that even though it’s your chance to interpret and even express yourself, you still have to back everything up. Use quotes or data points from your results section and relate it to other research.

Use a Bird’s Eye View. This is where you can use graphics, charts, graphs, or other data that are much broader in scope than you might use elsewhere. In Chapter 4, for example, you’re going to use a graph that specifically relates to a statistical test you did. In Chapter 5, you might use one that’s broader in scope if it fits the flow of what you’re writing.

Tell a story. While other chapters might have been written in more of a compartmentalized style because of their formulaic nature, in Chapter 5 you’re really telling the story of your research. In line with that, the writing will need more of a flow. 

Dissertation Chapter 5 Sample Template With Explanations

Introduction 

In the introduction, tell the reader what they’re going to learn in Chapter 5. Reiterate the problem and purpose statements and your research questions and, if appropriate, reference the results from Chapter 4.

Implications

This is where you tell people here’s what the results of your study mean and why they are important. It also acts as a summary or “summing up” of the data. “These people said this,” or “this statistic was significant.” Make sure to support what you say with the research findings and avoid drawing conclusions that are beyond the scope of the study results.

Then discuss the real-world application of your findings. For example, “This is an approach that could be used by schools to help autistic children have better learning outcomes,” or “this is a technique that investors can use to predict valuable stock market returns.” Again, make sure to stay within the scope of your study.

Place your study in context. Describe how the results respond to the study problem, align with the purpose, demonstrate significance, and contribute to the existing literature described in Chapter 2. 

Recommendations

The recommendations section is where you get to say, “and if you want to take this further, here are some suggestions for ways that this could be broadened or enhanced.” Here are some examples of what these suggestions could look like:

• Different samples and populations
• Ways to get at any limitations you reported in your study
• Different approaches: qualitative if your study was quantitative, or quantitative if yours was qualitative, for example. Describe approaches that would be complementary to your study.
• Related research that you’re already working on. Sometimes researchers work on multiple complementary projects simultaneously. Occasionally, they’ll include another related study that they’re working on in their recommendations section. This establishes a clear path of knowledge.
• Practical, real-world suggestions. “Here are some recommendations for how this research could be used in the real world.”

The conclusion of Chapter 5 is where you get to wrap up your story. “And so, boys and girls, this is what all this came down to.” Okay, you might not want to phrase it like that. But that’s essentially what you’re doing.

Don’t try to add new information in the conclusion. Remember, it’s like a speech: tell them what you’re going to tell them, tell them, then tell them what you told them. 

Finishing Your Dissertation

Writing Chapter 5 and defending your dissertation is a big step towards getting your degree. Many students benefit from the support of a coach who is an experienced Dissertation Committee Chair at this point. A coach can conduct a mock defense with you in order to prepare you for the types of questions your committee will ask. Having answers to these questions can determine whether or not you pass your defense.

Check out my dissertation coaching services or contact me to book a free 30-minute consultation.

Steve Tippins

Steve Tippins, PhD, has thrived in academia for over thirty years. He continues to love teaching in addition to coaching recent PhD graduates as well as students writing their dissertations. Learn more about his dissertation coaching and career coaching services. Book a Free Consultation with Steve Tippins

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Improved Surface Drainage of Pavements: Final Report (1998)

Chapter: chapter 5 summary, findings, and recommendations.

Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

CHAPIER 5 SI~MARY, FINDINGS, AND RECOMMENDATIONS SUGARY The primary objective of this research was to identify unproved methods for draining rainwater from the surface of multi-lane pavements and to develop guidelines for their use. The guidelines, along with details on the rationale for their development, are presented in a separate document' "Proposed Design Guidelines for Improving Pavement Surface Drainage" (2J. The guidelines support an interactive computer program, PAVDRN, that can be used by practicing engineers In the process of designing new pavements or rehabilitating old pavements' is outlined In figure 39. The intended audience for the guidelines is practicing highway design engineers that work for transportation agencies or consulting firms. Improved pavement surface drainage is needed for two reasons: (~) to minimize splash and spray and (2) to control the tendency for hydroplaning. Both issues are primary safety concerns. At the request of the advisory panel for the project, the main focus of this study was on ~mprov~g surface drainage to mammae the tendency for hydroplaning. In terms of reducing the tendency for hydroplaTuT g, the needed level of drainage is defined in terms of the thickness of the film of water on the pavement. Therefore, the guidelines were developed within the context of reducing the thickness of the water film on pavement surfaces to the extent that hydroplaning is unlikely at highway design speeds. Since hydroplaning is ~7

DESIGN CRITERIA Pavement Geometry Number of lanes Section type - Tangent - Horizontal curve - Transition - Vertical crest curve - Vertical sag curve Enviromnental oramaters Rainfall intensity ~ Temperature Pavement Tvpe Dense-graded asphalt Porous asphalt Portland cement concrete ~ Grooved Portland cement concrete Desion Soeed Allowable speed for onset of hydroplaning Recommend Desion Changes Alter geometry Alter pavement surface Add appurtenances Groove (Portland cement concrete) CALCULATIONS Lenoth of flow path Calculate on basis of pavement geometry IT Hydraulic Analvses .  No? Water film thickness Equation No. 10 Equation No.'s. 16-19 1 Hvdroolanino Analvsis Hydroplaning speed Equation No.'s 21-24 Rainfall Intensity Equation No. 25 -A I / Meet Design ~ \ Cntena? / \<es? Accent Desinn | Figure 39. Flow diagram representing PAVI)RN design process In "Proposed Guidelines for Improving Pavement Surface DrmT~age" (2). 118

controlled primarily by the thickness of the water film on the pavement surface, the design guidelines focus on the prediction and control of ache depth of water flowing across the pavement surface as a result of rainfall, often referred to as sheet flow. Water film thickness on highway pavements can be controlled In three fundamental ways, by: I. Minimizing the length of the longest flow path of the water over We pavement and thereby the distance over which the flow can develop; 2. Increasing the texture of the pavement surface; and 3. Removing water from the pavement's surface. In the process of using PAVDRN to implement the design guidelines, the designer is guided to (~) minimize the longest drainage path length of the section under design by altering the pavement geometry and (2) reduce the resultant water film thickness that will develop along that drainage path length by increasing the mean texture depth, choosing a surface that maximizes texture, or using permeable pavements, grooving, and appurtenances to remove water from the surface. Through the course of a typical design project, four key areas need to be considered in order to analyze and eventually reduce the potential for hydroplaning. These areas are: ~9

I. Environmental conditions: 2. Geometry of the roadway surface; 3. Pavement surface (texture) properties; and 4. Appurtenances. Each of these areas and their influence on the resulting hydroplaning speed of the designed section are discussed In detail In the guidelines (21. The environmental conditions considered are rainfall ~ntensibr and water temperature, which determines the kinematic viscosity of the water. The designer has no real control over these environmental factors but needs to select appropriate values when analyzing the effect of flow over the pavement surface and hydroplaning potential. Five section types, one for each of the basic geometric configurations used In highway design, are examined. These section are: 1. TaIlgent; 2. Superelevated curve; 3. Transition; 4. Vertical crest curve; and 5. Vertical sag curve. 120

Pavement properties that affect the water fihn thickness mclude surface characteristics, such as mean texture depth and grooving of Portland cement concrete surfaces, are considered In the process of applying PAVDRN. Porous asphalt pavement surfaces can also reduce He water film thickness and thereby contribute to the reduction of hydroplaning tendency and their presence can also be accounted for when using PAVDRN. Finally, PAVDRN also allows the design engineer to consider the effect of drainage appurtenances, such as slotted drain inlets. A complete description of the various elements that are considered In the PAVDRN program is illustrated In figure 40. A more complete description of the design process, the parameters used in the design process, and typical values for the parameters is presented In the "Proposed Design Guidelines for Improving Pavement Surface Drainage" (2) alla in Appendix A. fIN1)INGS The following findings are based on the research accomplished during the project, a survey of the literature, and a state-of-the-art survey of current practice. I. Model. The one~unensional mode} is adequate as a design tool. The simplicity and stability of the one~imensional mode} offsets any increased accuracy afforded by a two-d~mensional model. The one~mensional model as a predictor of water fiDn thickness and How path length was verified by using data from a previous study (11). 121

No. of Planes Length of Plane Grade Step Increment Wdth of Plane Cross Slope Section T,rne 1) Tangent 2) Honzontal Curare 3) Transition 4) Vertical Crest 5) Vertical Sag U=tS 1)U.S. 2) S. I. Rainfall Intenstity ~ , \ |Kinematic Viscosity |Design Speed Note: PC = Point of Curvature PI. = Point of Tangency PCC = Portland cement concrete WAC = Dense graded asphalt concrete 0GAC = 0pcn~raded asphalt concrete where OGAC includes all types of intentally draining asphalt surfaces GPCC = Grooved Ponland cement concrete Taneent Pavement Type Mean Texture Depth 1) PCC 2) DGAC 3) OGAC 4) GPCC Horizontal Cun~c  Grade Cross Slope Radius of Cunran~re Wdth Pavement Type _ 2) DGAC 3) OGAC 4) GPCC Mean Texture Depth Step Increment _ Transition Length of Plane Super Elevation Tangent Cross Slope Tangent Grade width of Curve Transition Width Pavement Type_ 1) PCC 3) OGAC 4) GPCC Mean Texture Depth Step Increment Horizontal Length Cross slope width PC Grade PI' Grade Elevation: Pr-PC Vertical Crest Flow Direction Step Increment Pavement Type 1) PC Side I 2) PI. Side | 1)PCC 2) DGAC 3) OGAC 4) GPCC Mean Tex~rc Depth _ _ ~ Figure 40. Factors considered in PAVDRN program. 122 ~1 r - . , Vertical Sad | Horizontal Length | Cross slope Wldth PC Grade PI Grade Elevation: PIE Flow Direction  Step Increment / Stored :_ ~ cats ~ 1) PC Side | 2) PI Side | . Pavement Typed 1) PCC 3) OGAC 14) GPCC Mean Texture Depth I I

~ Stored data V ~ 3 L IN1T For use with a second nut using data from the first run.) , 1 EPRINT (Echos input to output ) 1 CONVERT (Converts units to and from SI and English.) ~ , ADVP  (Advances Page of output.) KINW (Calculates Minning's n, Water Film Thickness (WEIR), and Hydroplaning Speed UPS).) , EDGE (Determines if flow has reached the edge of the pavement.) out roar Figure 40. Factors considered in PAVDRN program (continued). 123

2. Occurrence of Hydropl~r g. In general, based on the PAVDRN mode! and the assumptions inherent in its development, hydroplaning can be expected at speeds below roadway design speeds if the length of the flow path exceeds two lane widths. 3. Water Film Thickness. Hydroplaning is initiated primarily by the depth of the water film thickness. Therefore, the primary design objective when controlling hydroplaning must be to limit the depth of the water film. 4. Reducing Water Film Thickness. There are no simple means for controlling water John thickness, but a number of methods can effectively reduce water film thickness and consequently hydroplaning potential. These include: Optimizing pavement geometry, especially cross-slope. Providing some means of additional drainage, such as use of grooved surfaces (PCC) or porous mixtures (HMA). Including slotted drains within the roadway. 5. Tests Needed for Design. The design guidelines require an estimate of the surface texture (MTD) and the coefficient of permeability Porous asphalt only). The sand patch is an acceptable test method for measuring surface texture, except for the more open (20-percent air voids) porous asphalt mixes. In these cases, an estimate of the surface texture, based on tabulated data, is sufficient. As an alternative, 124

sand patch measurements can be made on cast replicas of the surface. For the open mixes, the glass beads flow into the voids within the mixture, giving an inaccurate measure of surface texture. Based on the measurements obtained In the laboratory, the coefficient of permeability for the open-graded asphalt concrete does not exhibit a wide range of values, and values of k may be selected for design purposes from tabulated design data (k versus air voids). Given the uncertainty of this property resulting from compaction under traffic and clogging from contaminants and anti-skid material, a direct measurement (e.g., drainage lag permeameter) of k is not warranted. Based on the previous discussion, no new test procedures are needed to adopt the design guidelines developed during this project. 6. Grooving. Grooving of PCC pavements provides a reservoir for surface water and can facilitate the removal of water if the grooves are placed parallel to the flow oath. Parallel orientation is generally not practical because the flow on highway pavements is typically not transverse to the pavement. Thus, the primary contribution offered by grooving is to provide a surface reservoir unless the grooves comlect with drainage at the edge of the pavement. Once the grooves are filled with water, the tops of the grooves are the datum for the Why and do not contribute to the reduction in the hydroplaning potential. 125

7. Porous Pavements. These mixtures can enhance the water removal and Hereby reduce water film tHch~ess. They merit more consideration by highway agencies In the United States, but they are not a panacea for eliminating hydroplaning. As with grooved PCC pavements, the internal voids do not contribute to the reduction of hydroplaning; based on the field tests done In this study. hv~ronImiina can be if, , , ~ expected on these mixtures given sufficient water fiLn thickness. Other than their ability to conduct water through internal flow, the large MTD offered by porous asphalt is the main contribution offered by the mixtures to the reduction of hydroplaning potential. The high-void ~ > 20 percent), modified binder mixes used In Europe merit further evaluation in the United States. They should be used In areas where damage from freezing water and the problems of black ice are not likely. 8. Slotted Drains. These fixtures, when installed between travel lanes, offer perhaps the most effective means of controlling water film thickness from a hydraulics standpoint. They have not been used extensively In the traveled lanes and questions remain unanswered with respect to their installation (especially in rehabilitation situations) and maintenance. The ability to support traffic loads and still maintain surface smoothness has not been demonstrated and they may be susceptible to clogging from roadway debris, ice, or snow. 126

RECOMMENDATIONS AND CONCLUSIONS The following recommendations are offered based on the work accomplished during this project and on the conclusions given previously: I. Implementation. The PAVDRN program and associated guidelines need to be field tested and revised as needed. The program and the guidelines are sufficiently complete so that they can be used in a design office. Some of the parameters and algorithms will I~ely need to be modified as experience is gained with the program. 2. Database of Material Properties. A database of material properties should be gathered to supplement the information contained in PAVDRN. This information should Include typical values for the permeability of porous asphalt and topical values for the surface texture (MTD) for different pavement surfaces to include toned Portland cement concrete surfaces. A series of photographs of typical pavement sections and their associated texture depths should be considered as an addition to the design guide (21. 3. Pavement Geometry. The AASHTO design guidelines (~) should be re-evaluated In terms of current design criteria to determine if they can be modified to enhance drainage without adversely affecting vehicle handling or safety. ~27

4. Use of appurtenances. Slotted drams should be evaluated In the field to determine if they are practical when Installed In the traveled way. Manufacturers should reconsider the design of slotted drains and their Installation recommendations currently In force to maximize them for use In multi-lane pavements and to determine if slotted drains are suitable for installations In the traveled right of way. 5. Porous Asphalt Mixtures. More use should be made of these mixtures, especially the modified high a~r-void mixtures as used In France. Field trials should be conducted to monitor HPS and the long-term effectiveness of these mixtures and to validate the MPS and WDT predicted by PAVDRN. 6. Two-D~mensional Model. Further work should be done with two~mensional models to determine if they improve accuracy of PAVDRN and to determine if they are practical from a computational standpoint. ADDITIONAL STUDIES On the basis of the work done during this study, a number of additional items warrant furler study. These Include: 1. Full-scale skid resistance studies to validate PAVDRN in general and the relationship between water film thickness and hydroplaning potential in particular are needed in light of the unexpectedly low hvdronlanin~ speeds predicted during 128 , . ~. , ~

this study. The effect of water infiltration into pavement cracks and loss of water by splash and spray need to be accounted for In the prediction of water fihn Sickness. Surface Irregularities, especially rutting, need to be considered in the prediction models. 2. Field trials are needed to confirm the effectiveness of alternative asphalt and Portland cement concrete surfaces. These include porous Portland cement concrete surfaces, porous asphalt concrete, and various asphalt m~cro-surfaces. 3. The permeability of porous surface mixtures needs to be confirmed with samples removed from the field, and the practicality of a simplified method for measuring in-situ permeability must be investigated and compared to alternative measurements, such as the outflow meter. 4. For measuring pavement texture, alternatives to the sand patch method should be investigated, especially for use with porous asphalt mixtures. 129

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Thesis Writing: What to Write in Chapter 5

Table of contents, introduction.

This article tells what a budding researcher must include in Chapter 5-the Summary. It also includes the tense of the verb and the semantic markers, which are predominantly used in writing the summary, conclusions, and recommendations.

For others, writing Chapter 5 is the easiest part of thesis writing, but there are groups of students who would like to know more about it. If you are one of them, this article on how to write chapter 5 of your thesis is purposely written for you.

What to Write in Chapter 5

1. write the summary.

Your summary in Chapter 5 may include:

• objectives of the study.
• statement of the problem.
• respondents.
• sampling procedures.
• method/s of research employed.
• statistical treatment/s applied, or hypotheses tested, if there is any; and

If you notice, all the parts mentioned above are already included in your Chapters 1- 4. So, the challenge is on how you are going to write and present it in Chapter 5 briefly.

First, you must go directly to the point of highlighting the main points. There is no need to explain the details thoroughly. You must avoid copying and pasting what you have written in the previous chapters. Just KISS (keep it short and simple)!

Then, write sentences in  simple past  and always use  passive voice  construction rather than the active voice. You must also be familiar with the different semantic markers.

When I was enrolled in Academic Writing in my master’s degree, I learned that there are semantic markers which can be used in order not to repeat the same words or phrases such as  additionally, also, further, in addition to, moreover, contrary to, with regard to, as regards, however, finally, during the past ___ years, from 1996 to 2006, after 10 years, as shown in, as presented in, consequently, nevertheless, in fact, on the other hand, subsequently and nonetheless.

Next, you may use the following guide questions to check that you have not missed anything in writing the summary:

• What is the objective of the study?;
• Who/what is the focus of the study?;
• Where and when was the investigation conducted?;
• What method of research was used?;
• How were the research data gathered?;
• How were the respondents chosen?;
• What were the statistical tools applied to treat the collected data?; and
• Based on the data presented and analyzed, what findings can you summarize?

Finally, organize the summary of the results of your study according to the way the questions are sequenced in the statement of the problem.

2. Write the Conclusion or Conclusions

Once you have written the summary in Chapter 5, draw out a conclusion from each finding or result. It can be done per question, or you may arrange the questions per topic or sub-topic if there is any. But if your research is quantitative, answer the research question directly and tell if the hypothesis is rejected or accepted based on the findings.

As to grammar, make sure that you use the  present tense of the verb  because it comprises a general statement of the theory or the principle newly derived from the present study. So, don’t be confused because, in your summary, you use past tense, while in conclusion; you use the present tense.

3. Write the Recommendations

The recommendations must contain practical suggestions that will improve the situation or solve the problem investigated in the study.

First, it must be logical, specific, attainable, and relevant. Second, it should be addressed to persons, organizations, or agencies directly concerned with the issues or to those who can immediately implement the recommended solutions. Third, present another topic which is very relevant to the present study that can be further investigated by future researchers.

But never recommend anything that is not part of your study or not being mentioned in your findings.

First, it must be logical, specific, attainable, and relevant. Second, it should be addressed to persons, organizations, or agencies directly concerned with the issues or to those who can immediately implement the recommended solutions. Third, present another topic that is very relevant to the present study that can be further investigated by future researchers.

Recommend nothing that is not part of your research or not being mentioned in your findings.

However, there are universities, especially in the Philippines, that require a specific thesis format to be followed by students. Thus, as a student, you must conform to the prescribed form of your college or university.

Nordquist, R. n.d. Imperative Mood. Retrieved July 29, 2014, from https://www.thoughtco.com/imperative-mood-grammar-1691151

© 2014 July 29 M. G. Alvior | Updated 2024 January 10

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Three Tips on How to Write a Good Statistical Question

5 ways on how to generate ideas even when you are not inspired, analyzing the macro and microstructures of editorial texts, about the author, mary g. alvior, phd.

Dr. Mary Gillesania Alvior has PhD in Curriculum Development from West Visayas State University. She earned her Master of Arts in Teaching English from De La Salle University, Manila as Commission on Higher Education (CHED) scholar. As academic advisor, she helps learners succeed in their academic careers by providing them the necessary skills and tips in order to survive in this wobbling financial environment. In 2014, she got involved in the establishment of a language institute in the Middle East, particularly in the use of Common European Framework of Reference for Languages (CEFR). Then she went to Thailand and became a lecturer in the international college and handled English and Graduate Education courses. From 2017 to 2021, she became the Focal Person for the Establishment of a Medical School, Director of Curriculum and Instructional Materials Development Office (CIMDO), Head of BAC Secretariat, Quality Management System (QMS) Leader, and TWG member of the Procurement for Medical Equipment. Currently, she is the coordinator of the Project Management Committee for the Establishment of the Medical School. In spite of numerous tasks, she is into data privacy, quality management system, and space industry.

100 Comments

can you please make a summary about “Centella Asiatica with virgin Coconut Oil as Ointment”?

I am still having problem in organizing my summary and conclusion (my topic is dress code in public schools. to be more specific, at the Voinjama Public School. Can you help me with a sample?

This is very helpful especially the grammar part. It really jumped start my writing effort… really want to finish my study with style.

I just pray you are okay. Thanks for responding to the questions, I have also learnt a lot.

Hello, Daryl. Thank you so much. About your request, I will find time to write about it. I got so busy the past months.

Precise and direct to the point ,, Thanks maam Mary.

Thanks very much for this all importing information on how to write chapter five in thesis writing. It gives me more insight as to how to develop the chapter five perfectly.

Hello maam my PhD research purely a qualitative study on community based organization of slum ..i used 3 tool case study , participant observation and FGDs to analyse role, impact, challenge and aspiration of CBOs . i used tabular form (matrix to analyse ) did not use any software..

PLEASE HELP/GUIDE ME WHAT SHOULD I WRITE in my Chapter 5 .. your help is very much crucial as i have to submit thesis this weekend KULDEEP

I’m so sorry, Kuldeep. I wish you are done with your doctorate research. It is been a year then. I got sick and had a lot of work to do. God bless!

Hello ma’am, can I ask about in what part the recommendation in chapter 1 reflect the recommendation in chapter5? Thanks.

Sorry, Aly. This is very late. Take your statement of the problem. the results for the statement of the problem will be the basis for your recommendation.

You are welcome, Prince. God bless to your research endeavor.

Thank you very much very insightful.

Eric, you are welcome. I wish you are able to finish your work.

how to write a recommendation, my title is common causes of financial problem. Hope you can help me…

Hello, Jolven. Your recommendation must be based on your findings. So, if that is your title, and you found that the common causes are the ——-, then write a recommendation based on the causes.

Thanks a lot, Mimimi.

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Introduction to Educational Research

Student resources, chapter summary,  chapter 5 • reviewing related research literature.

• A literature review is a comprehensive examination of the information and knowledge base related to a given research topic.
• A systematic review of the literature can provide numerous benefits to a researcher beginning a study—for example, in refining the topic and making decisions regarding methodology.
• Researchers must always be cognizant of the quality of the literature they choose to include in a review.
• Empirical research studies are based on the collection of original data. They are not inherently better but typically more rigorous than opinion-type articles and documents.
• Articles that have gone through a peer-review process prior to publication in a journal are called refereed manuscripts.
• Literature reviews should be as objective as possible, presenting all sides of a body of research.
• The research studies reviewed should be timely within the context of the topic.
• When you begin to read the same major contributors in the field, you can be confident that you have not missed any important studies. 
• Primary sources are firsthand accounts of original research.
• Secondary sources do not consist of original research but are summaries, compilations, or interpretations of primary research conducted by other individuals.
• Literature reviews should focus on primary sources.
• Primary sources are typically found by searching specialized databases, such as ERIC, ProQuest, and Google Scholar.
• The searchable ERIC online database contains more than 1.4 million citations, 400,000 of which are available in full-text format.
• The ERIC database of educational research consists of two indexes—one that contains citation information and abstracts of published journal articles and another that cites and abstracts documents not published in journals, such as papers presented at conferences, technical reports, evaluation reports of grants, and reports of other original research.
• The primary method for searching the ERIC database is by keywords or descriptors, although searches can be done by author name as well.
• Searches can be narrowed or broadened with Boolean operators.
• Using and between keywords will result in a narrower search; using or will result in a broader search. 
• Searching Google Scholar offers some advantages over searching the ERIC database, such as access to articles that have cited a particular source as a reference and provision of citation formats.
• Writing a literature review is not an easy process, as every topic’s body of literature differs. 
• When writing a literature review, the goal should be to provide the historical context of the topic, its research trends, and how theory has informed practice (and vice versa).
• When summarizing articles, the emphasis should be on the findings of previous research studies.
• Once you begin writing the literature review, the organization and subheadings are key elements.
• A literature review should not be written as an annotated bibliography but, rather, as a cohesive essay that flows from paragraph to paragraph.
• Topics in a literature review should be ordered from those least related to your study to those most closely related to your study.
• Summarizing your literature review in a few concluding paragraphs is highly beneficial for readers.
• Even if you are not conducting a formal literature review, immersing yourself in research literature is a good practice for professional development.