There are several ways to do correct conclusion to the abstract.

The first way is to prepare preliminary conclusions for the chapters that the information presented allows us to draw. This method assumes fluency in information on a given topic in order to easily draw qualitative conclusions. While, if the information is perceived for the first time, it will be difficult to make any conclusions, knowledge is clearly not enough for this. In this case, it will not even be possible to clearly formulate at least one sentence, or the information presented in the written paragraph will be repeated. The conclusion should be grouped and logically presented, however, it is not allowed to duplicate the results obtained earlier, it is possible to draw a general conclusion based on them.

The second method involves using external sources. To make the work of writing conclusions to the entire abstract easier, you should highlight the main ideas from each chapter and paragraph. In this case, it is very convenient to use various printed publications to collect information about the problem under study, because they will necessarily contain conclusions. At the same time, it is important not to take into account the conclusion as a whole, but to use only the information that relates to the topic of the abstract, but it should be borne in mind that the findings did not contradict the purpose of the study.

After writing the abstract, the collected conclusions must be systematized and rephrased to fit your style of presentation of the text, remove conflicting opinions, if any, supplement the missing information and bring it into line with the purpose and subject of the study. After processing, the conclusions will look consistent, and most importantly, logical, because the opinions of people who are quite clearly oriented in the issue will be taken as the basis.

The third way involves borrowing other people's thoughts. It is recommended to use it if you can find information that will fully correspond to the topic of the abstract. Otherwise, the text will clearly stand out against the background, and look ridiculous, in addition, it will definitely not be an output.

So, in order to correctly draw a conclusion, it is necessary to adhere to the following rules:

1. The conclusion should summarize the above information for the chapter and for the abstract as a whole.
2. The conclusion should be in the same direction as the work, it is not allowed to indicate conflicting points of view.
3. The conclusion should be short and specific and should correspond to the essence of the problem.
4. In the text of the abstract, if it is supposed to draw a conclusion after the chapter, the following expressions should be used: “taking into account the data obtained, we can draw a conclusion”, “in the end, it should be noted”. Some teachers do not recommend specifically drawing up conclusions after each chapter, therefore, it is better to clarify how to write the paper correctly.
5. The conclusion should be the logical conclusion of the abstract, the result of the research, based on the tasks that were set in the introduction.

Many students wonder how write a correct conclusion for your coursework. In order to write it, you need to know what it consists of and, based on this knowledge, start writing it. We will tell and describe the process of compiling it, and also show the conclusion itself with an example.

Any student coursework, diploma, essay have a logical conclusion - conclusion.
In essence, it is the result of a coursework, diploma and essay.
It sets out brief conclusions for each chapter (specifically, points), reflecting the degree of disclosure of the topic, the achievement of the goal and the tasks set.

The conclusion to the diploma and coursework carries the configuration of dividing the results of the theoretical, analytical and applied or recommendatory nature obtained during the coursework. For the correct writing of the conclusion, it is necessary to draw adequate conclusions from the results of the work. As a rule, the conclusion of the course is the results of the study, containing something new in relation to the original knowledge and being the subject of discussion during the defense.

In this regard, the conclusion in the diploma should not be replaced by a mechanical summation of conclusions at the end of chapters and questions, but should reflect the final results of the research on the topic of the graduation project. As for the coursework, here the requirements are less stringent, however, the conclusions in the coursework should be based on the conclusions obtained during the coursework.

As for the conclusion to the abstract, here it is necessary to list the main aspects of the studied issue and express own point view on this issue. The result of the abstract is precisely the opinion of the author, expressed in the conclusion. However, in the abstract, the indefinite personal form should be used when formulating one's own conclusions in the conclusion of the abstract.

The conclusion contains a summary of the conclusions on the topic of the work. The conclusion should not be condensed retelling of the whole work, it should state the final results. This part plays the role of an ending, determined by the logic of the study, which is in the form of a synthesis of the work accumulated in the main part. This synthesis is a consistent, logically coherent presentation of the results obtained and their relationship with common goal and specific tasks set and formulated in the introduction.

The final part assumes, as a rule, also the presence of a generalized final assessment of the work done. At the same time, it is important to indicate what its main meaning is, what important side scientific results have been obtained, what new scientific tasks arise in connection with the study. In some cases, it becomes necessary to indicate the ways to continue the study of the topic, the forms and methods of its further study, as well as the specific tasks that future researchers will have to solve in the first place.

How to write a conclusion.

The conclusion is brief retelling all your work. Kind of like an introduction. But if the introduction is an introduction to your work, then the conclusion is its result. And the conclusion should be written in other words than the introduction.

The conclusion can be written in the following way. The introduction takes 3-4 pages. Items are not numbered.

Relevance of the problem.

Brief review of the theoretical part.

Our goal empirical research was….

We set ourselves the following tasks….

We used the following methods...

Participated in the study... man, they were... (those).

We got the following results….

How to write conclusions

Conclusions are an even more concise summary of all your work. Occupy 1-1, 5 pages, no more. The pins are numbered. You can have 4 - 7 pins. The size of one output is approximately one paragraph (5 - 10 lines).

1 conclusion is written according to the theory.

The remaining conclusions are written according to the empirical part. It is possible to draw a conclusion in each conclusion according to one of the methods used. Then the number of empirical findings will coincide with the number of methods. It is better, of course, to draw conclusions not by methods, but by reliable results obtained by you using mathematical statistics. In this case, one conclusion will include or the conclusion about the presence of one relationship between two psychological indicators (“there is a significant positive relationship between the aggressiveness of parents and children, the Pearson correlation coefficient is 0.5, R<0, 05»), или заключение о наличии различий между двумя группами людей (« существуют различия в уровне интеллекта детей из неполных семей и детей из полных семей; средний уровень IQ детей из неполных семей достоверно выше на 6,2 балла, по критерию Стьюдента с R<0,05).Один вывод может быть посвящен описанию психологических показателей между которыми достоверные различия или взаимосвязи отсутствуют. При желании последний вывод можно сделать теоретическим, обобщающимсявсе полученные результаты.

An example of writing a conclusion and conclusions on the topic "Peculiarities of short-term memory in children with mental retardation"

Conclusion

The particular relevance of studying the memory of children with mental retardation is due to the fact that it is sufficient maturity cognitive processes is often the main reason for the difficulties that children with mental retardation have when studying at school. As shown by numerous clinical and psychological and pedagogical studies, a significant place in the structure of the defect in mental activity in this developmental anomaly belongs to memory impairment. In view of the fact that the program of special educational institutions for children with mental retardation provides for their education in the volume of a secondary school, the creation of a system of remedial education for such students necessarily involves a thorough study of the originality of their memory, which can help find ways and methods to improve it.

According to the Institute of Correctional Pedagogy of the Russian Academy of Education, the number of children with mental retardation is 5.8% of all primary school students. However, only 30% of them, after completing primary school, can be transferred to the general education school program, the rest must be trained under the program for children with mental retardation. This testifies to the insufficiently effective correctional work with students at an early stage of their education and the lack of an individual approach in working with such children.

The scientific basis for the approach to the problem of correction of defects in children with mental retardation was the theory of the development of children under the influence of education, which was developed by L.S. Vygodsky and his colleagues. Their works show that in children with mental retardation, under the influence of education, complex types of mental activity are formed. L.S. Vygodsky emphasized that in addition to defects, children with mental retardation also have intact aspects of the psyche, based on which one can educate mental development, smoothing out their shortcomings. The scientifically substantiated thesis of L.S. Vygodsky about the possibility and necessity of the formation in children of relatively complex types of mental activity in the learning process is the basis on which the principles of correctional work with children of this category have developed.

A comprehensive study of the clinical, psychological characteristics of children with mental retardation and their potential (M.S. Pevzner, T.A. Vlasova, K.S. Lebedinskaya, R.I. Machinskaya, M.I. Fishman, U.V. Ulyankova and others) showed that in children with mental retardation, almost all neuropsychological indicators are lower than those of healthy children.

In this case, memory indicators (visual and auditory) differ to the greatest extent. And memory, according to L.S. Vygodsky at primary school age is one of the leading mental functions, as it plays a significant role in the formation of thinking, speech, and general regulation of activity. Unformed mystical processes is one of the common causes of school failure in children. Studies by domestic psychologists have shown that short-term memory plays an important role in the learning process, thanks to which the information perceived by the child is stored for a short time necessary to solve the task (reading, copying from a blackboard or book, visual counting, etc.). At primary school age, at the initial stages of learning to read, the role of short-term visual memory is especially great, since it determines the rate of recognition of letters and their combination into words and their subsequent coding when translating visual images into verbal ones. To date, a strict relationship has been established between the level of development of short-term visual memory and mastery of reading.

As you know, primary school age is sensitive for the formation of higher forms of voluntary memorization, therefore, targeted developmental work on mastering mnemonic activity is the most effective during this period. Improving memory in primary school age is primarily due to the acquisition in the course of educational activities of various methods and strategies of memorization associated with the organization and processing of memorized material. However, without special work aimed at the formation of such methods, they develop spontaneously and often turn out to be unproductive. The earliest technique is the translation of visual information through open or internal verbalization into auditory memory, in contra it is stored through repetition.

The purpose of our empirical study was to study the characteristics of short-term memory in children of primary school age with mental retardation, as well as a comparative analysis of the memory characteristics of children with mental retardation and healthy children.

The subject of the study was short-term memory. The object of the study were junior schoolchildren 8-9 years old - 42 people. The main group consisted of students of a special class for children with mental retardation - 21 students. For comparison, normally developing children, successfully coping with the school program - 21 children were involved in the research.

We assumed that mental retardation has a negative impact on the level of development of short-term memory in children of primary school age compared with healthy children of the same age.

In the work, we used methods for diagnosing visual and auditory short-term memory, as well as methods for clinical diagnostic analysis of findings and methods of mathematical statistics.

During the study, our hypothesis was confirmed. Defects in mnestic activity were found in children with mental retardation. Short-term visual memory for objects that are difficult to verbalize is most severely affected in children with mental retardation. In the test, children were asked to memorize drawings of abstract geometric shapes (circle, square, triangle, etc.). Of the various geometric shapes, children with mental retardation most often memorized those that were able to verbalize. Five children from this group called the circle - a ball or a ball. There was a characteristic for preschoolers to replace geometric shapes with the name of an object similar in shape: for example, a square - a cube, a triangle - a roof. In contrast to children with mental retardation, healthy children less often replaced geometric shapes with names, such errors were rare in them.

Also, the difficulty in memorizing in children with mental retardation was caused by the test "Memorizing numbers". Children with mental retardation memorized numbers worse than words and easily verbalized pictures (ball, tree, etc.). The smallest memory impairments in children with mental retardation were found when they memorized objective images (easily verbalized pictures) and words.

As can be seen from our study, the more complex the mnestic task, the more pronounced are the differences in the organization of the memory of healthy children and children with mental retardation.

Thus, our study confirmed our hypothesis.

CONCLUSIONS

1. Insufficient maturity cognitive processes is one of the main reasons for the difficulties that children with mental retardation have when studying at school. Clinical and psychological and pedagogical studies have shown that a significant place in the structure of a defect in mental activity in this developmental anomaly belongs to memory impairment. Many more complex defects are initially based on short-term memory impairment. The short-term memory of mentally retarded children is characterized by a number of peculiar features. Special literature provides data on the features of this type of memory in children with mental retardation. In particular, there is a decrease in the amount of memory, a slow increase in the productivity of memorization upon repeated presentation of the material, increased inhibition of traces by side interfering influences, violations of the order of reproduction of verbal and digital series.

2. Our empirical study showed that the processes of memorizing abstract objects, geometric figures, and numbers are most severely disturbed in children with mental retardation. .In the group of healthy children, all objects were able to recognize 6 children, and none in the groups with mental retardation. At the same time, 10 children (47%) in the group of children with normal mental development completed the test with medium and high rates, in the group of children with mental retardation - 8 children (38%).

3. In second place in terms of the degree of impairment in children with mental retardation is a violation of remembering numbers, since numbers also carry abstract information.It was found that the average indicator of short-term auditory memory for numbers in children with normal mental development is 5.1 ± 2.12. In children with mental retardation, this indicator was equal to 3.4 ± 1.48, which is significantly lower than in healthy children (according to Student's t-test, R<0,001).

4. Our study showed that the least memory impairments in children with mental retardation were found when they memorized specific verbal information, the highest was the amount of short-term memory for subject images (easily verbalized pictures) and words that also denote specific objects. The average indicator of recognition of easily verbalized objects in children with normal mental development is 8.4 ± 0.97, in children with mental retardation 7.7 ± 0.92, which, although less than the indicators of healthy children, is within the limits of the short-term memory capacity.

8 Security questions

Answer security questions.

Attention!

Rewrite questions and task conditions your option.

The tables in Appendix A provide the necessary reference material.

Tasks of increased complexity are marked * (for a mark of "4") and ** (for a "5")

Option 1

1.1 Railway rail at a temperature of 0 0 C has a length of 50m. Determine how much the length of the rail will change when heated to 30 0 C.

1.2 Why do they leave gaps at the joints between the rails of the railway, but do not do this for the tram joints?

1.3* Why do we use the red scale when reading the indicator? What would you have to do if there was no red scale?

1.4** Will the result of the laboratory work change if the solid metal rod in the instrument is replaced with a tube of the same material? Explain.

Option 2

2.1 The length of a steel railway bridge is 1000 m at 0 0 C. Determine the length of the bridge in winter at a temperature of -30 0 C.

2.2 How does the density of a substance change when heated? Explain.

2.3* Why does a steel bolt screw easily into a copper nut when both are heated?

2.4** Why do cracks appear in the enamel with a sharp change in the temperature of enamelware?

Option 3

3.1 An electric current is passed through a copper wire 6 m long. By how many degrees did the wire heat up if it lengthened by 4mm.

3.2 Explain the thermal expansion of bodies in terms of molecular kinetic theory.

3.3*Why are glass vessels heated to high temperatures made of thin glass?

3.4** Why does concrete not separate from iron when heating and cooling reinforced concrete?

Option 4

4.1 The length of a glass tube at 0 0 C is 120 cm. Find its length at 100 0 C.

4.2 Will the equilibrium of the sensitive balance be disturbed if one arm of the rocker arm is heated?

4.3 * What requirements should the material of the electrodes soldered into the glass bulb of an incandescent lamp satisfy?

4.4** How will the inner diameter of a metal ring change when it is heated? Explain.

Good afternoon, dear reader.

In this article, using examples, we will consider how to write conclusions to chapters, sections and paragraphs of an economist's WRC.

Each chapter in the final qualifying work must end with a conclusion

Each paragraph in each chapter should end with a conclusion.

Consequently, at the end of the last paragraph of each chapter there will be 2 conclusions - about this paragraph itself and about the chapter as a whole.

The volume of output for a paragraph is usually 1-2 paragraphs or a third of a page.

The volume of output per chapter is also 1-2 paragraphs or a third of a page.

If each output starts on a new line, less text will be required. In addition, you can number them - it will look better.

What to write in the paragraph output:

In this paragraph of the work, it was required to study [paragraph title]. During the study, the following conclusions [a few of your thoughts] were made.

On the one hand, the following picture is observed [a few of your thoughts], and on the other hand, we can note that [a few of your thoughts].

What to write in the chapter output:

This chapter covered [chapter title]. This study led to a number of conclusions.

[We take a couple of main thoughts from the conclusion on the first paragraph of the chapter and change it a little - we write here]

[We take a couple of main thoughts from the conclusion on the second paragraph of the chapter and change it a little - we write here]

[We take a couple of main thoughts from the conclusion on the third paragraph of the chapter and change it a little - we write here]

Thus, we can conclude that [chapter title] is a complex multifaceted concept, which, on the one hand, has [the main idea from the previous paragraph], and on the other hand, [the second main idea from the previous paragraph].

The chapters of the thesis are different in nature. Therefore, their conclusions are also different.

1. Conclusions on the theoretical chapter () - are theorized. You can point to a couple of points of view of scientists, write that there are contradictions.

Usually they say that you need to write "your opinion". But on defense, it may turn out that one of the members of the commission does not like your “own opinion” very much. Therefore, you can write like this:

“There is an inconsistency of different points of view, which requires a prudent approach to the implementation of further research and taking into account the features of the [object] and [subject of research] in this work.”

Object and subject - take from the introduction ()

2. Conclusions on the analytical chapter () - contain conclusions from the analysis.

You can scroll through the second chapter and write one short sentence for each table or calculation. And complete the conclusion to the second chapter with a general conclusion about how things are changing.

You could write that the organization (or whatever you are researching) has a number of challenges that need to be addressed or reduced in the next chapter.

3. Conclusions on the project chapter () - contain information about how you propose to solve the problems of the organization or reduce their negative impact ().

Here you write that certain problems were identified during the study, you propose measures, describe how to implement them, evaluate economic parameters, the implementation algorithm, as well as indicators of the effectiveness of the implementation of measures.

Actually, everything.

Thank you for your attention. Sincerely, Alexander Krylov,

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Materials for final qualifying (diploma, bachelor's, master's), term papers and practice reports in economics, financial management and analysis:

• Good day to you. In this article, we will consider what to write in the conclusion of an economic work - a diploma, a dissertation, or a regular term paper. The total volume of the conclusion is about ...
• The second chapter of the WRC on economics is usually called as part of the title of the thesis, but with the addition of the words "analysis, assessment, diagnostics", etc. to the beginning of the title. For instance,…