2024-2025 University Catalog | CHE 49800 - Undergraduate Thesis Research IFinal Reflections: Sunny Hwang on the Honors Thesis JourneyBy mahidhar sai lakkavaram; photos by kimberly manyanga. Part 3: The final product From the planning process to the changes she’s made in between, we’ve tracked and recorded Sunny Hwang’s journey as she navigated through her Honors Thesis. Sunny, who did a creative portfolio on the ‘sense of belonging’, shares her final thoughts and reflections on the overall Honors Thesis journey and what she would do differently if given the opportunity. What did the final product look like? How was that process? The final product wasn't what I was expecting. I thought I'd be a lot longer, a lot more professional than I wanted. But it came out okay, it’s still presentable and still complete. It also still portrayed what I wanted to portray and my Honors committee was happy with it as well. Overall, my final product was good. The process was rough, especially with all the technical difficulties using a new app and editing tool, but either way, I completed it, so I think it's a win! How did you feel about your creative portfolio overall? At the end, I did feel a little rushed. Again, I did my two semester portfolio in one, so I felt like most of my time was spent writing narratives and committing to class assignments. I didn't get to the preface or final product until right before Thanksgiving break, so I only had two to three weeks to work on the whole preface. And then there's a lot of other school stuff going on, so I couldn’t work on it until the last minute— it felt rough. I did, however, have a very supportive environment with my Honors committee and my classmates, so overall, the process was fine. Looking back now, is there anything you would have done differently or changed? I think I would have looked at the archives a lot earlier. There are other students who did this before, so I feel like I should have looked at what they had to give myself a rough idea of how it's supposed to look because all of them look so different and there is a structure that I can follow. I also probably should’ve started my creative film project a lot sooner as well. And would you still stick to your decision of doing a creative portfolio with this topic? I kind of wanted to do something more engaging with other people, so whether that was a film documentary or art piece, I wanted other people's work in my work. Something like a collaborative piece, maybe even a dance duet type of thing, but I don't know how that would have played out with the narratives that I had. Based on that, I think I would have still stuck with the film project, but it would have just been a lot better quality and longer. Do you see your thesis helping you in the future I think so, for sure. This is a nonfiction narrative about myself and I feel like no matter what, especially if I'm trying to pursue further education, I will have to write a personal essay. And so I could definitely take a lot of stories and pieces from my short narratives, or nonfiction narratives, and incorporate them into my personal essays. The professor I worked with also works really closely with nonfiction narratives, but also personal essays. So I can always reach out to her again and be like, Hey, can you help me with my essay? So yeah, I think it will help me further down the road. And what’s next for you? I've been traveling for a little bit to Korea. I'm looking for clinical research positions around Boston and I'll also be studying for my MCAT for the meantime. So for the next year and a half, that’s just what I'm doing. And then I will hopefully be applying to medical school. Any advice for Honors students starting their theses soon? Stay persistent. As long as you don't give up, there is an end. Be comfortable with your Honors committee members or your professor if you're taking a seminar. Just work closely with them and speak up about your projects because at the end, that is your portfolio and is your project. So if there's something you really want to incorporate, incorporate it, if there's something that you don't want to put in at all, don’t, you just do what you gotta do. Mahidhar Sai LakkavaramMahidhar Lakkavaram is a communications assistant in Commonwealth Honors College. Global footer- ©2024 University of Massachusetts Amherst
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Mohammadhosein Pourgholamali receives Outstanding MS Thesis Award - Lyles School of Civil Engineering - Purdue UniversityMohammadhosein Pourgholamali receives Outstanding MS Thesis AwardCE grad student Mohammadhosein Pourgholamali received the Purdue University College of Engineering Outstanding MS Thesis Award for Spring 2024 for his thesis titled, "Robust design of electric charging infrastructure locations under travel demand uncertainty and driving range heterogeneity." Mohammadhosein joined Purdue in 2022 as a Master’s student under the supervision of Dr. Samuel Labi in the Transportation and Infrastructure Systems area. After earning his MS in 2023, Mohammadhosein started his Ph.D. within Dr. Labi’s research group. His research area focuses on analytical frameworks for infrastructure planning to support emerging technologies, including autonomous vehicles and electric vehicles. College of Agriculture and Forestry27 June، 2024 Discussion of a Master’s Thesis in the Department of Agricultural Machines and Equipment in our collegeA master’s thesis was discussed in the Department of Agricultural Machines and Equipment/ College of Agriculture and Forestry / University of Mosul for the student (Ratib Hussein Ali Abdel Halim) on Wednesday, June 26, 2024. The thesis title was (Evaluation of cutting and turning the soil and its deviation when using a locally manufactured angular scraper with a moldboard plow). Prof. Dr. Muhammad Younis Al-Allaf (Dean of the College) and several college teachers attended a part of the discussion. The discussion committee consisted of: 1. Prof. Dr. Hussein Zahir Taher … (Chairman). 2. Asst.Prof.Muthanna Abdel Malik Nouri … (Member). 3. Dr. Rafi Abdel Sattar Muhammad Nouri …. (Member). 4. Prof. Dr. Adel Ahmed Abdullah … (Member and supervisor). Then, the discussion committee read the decision, which included acceptance of the thesis and awarding the student an M.Sc. degree. Congratulations on Obtaining Your Master’s Degree AnnouncementsDiscussion of a Master’s Thesis in the field crops departmentmustafanadhim 2024-06-27T05:17:33+00:00 27/06/2024 | mustafanadhim 2024-06-27T05:16:30+00:00 27/06/2024 | The President of the University of Mosul attends the discussion of a master’s thesis in our collegemustafanadhim 2024-06-25T06:06:14+00:00 25/06/2024 | Discussion of a Ph.D. Thesis in the Department of Horticulture and Landscape Architecturemustafanadhim 2024-06-13T05:22:15+00:00 13/06/2024 | Discussion of a Master’s Thesis in the Department of Plant Protectionmustafanadhim 2024-06-12T06:38:38+00:00 12/06/2024 | Discussion of a Ph.D. Thesis in the Department of Food Sciencemustafanadhim 2024-06-11T05:38:52+00:00 11/06/2024 | Our UniversityUniversity formations, electronic systems, international rankings, related websites, website division, contact the university, university address. Al Majmoaa Street Postal Code : 41002 Mosul – Iraq All Rights Reserved for University of Mosul - 2024 The College Fix- Abortion/Pro-life
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Speech-language pathologist says she is hesitant to universally recommend reading aloud to kids A program that provides free books to kids from birth until the age of five promotes “heteronormativity,” “ableism,” and “sexism,” according to a doctoral thesis . Jennifer Stone applied a critical race theory lens to the Dolly Parton Imagination Library’s set of 60 books. The country music singer’s foundation partners with libraries to distribute one book a month. Stone is a speech-language pathologist of 25 years who started her own early reading initiative. She obtained her doctorate in speech and hearing sciences this spring. The results of her study led her to decide to stop recommending reading aloud to kids. “The analyses revealed diverse racial representation that disrupts the history of White dominance in children’s literature accompanied by perpetuations of multiple hegemonic cultural stereotypes,” Stone ( pictured ) wrote. “Characters with dis/abilities, non-normative gender identities, or non-normative family structures were erased,” she wrote in her abstract. “Additionally, inconsistent messaging regarding books and reading was conveyed.” “No explicit references to sexual identity were found in the corpus,” she also complained. This is a program for kids, it must be noted. “Characters’ relationships were subjected to social domination enacted first by mothers as childism then by society through ableism and sexism,” she wrote later in the paper. “No models of collaborative mothers or same-sex partnerships challenged the ubiquitous heteronormativity or maternal enforcement in characters’ familial relationship.” “Three inductively derived themes: reading to succeed, living the American dream, and perfecting parenting revealed complex intersections of discourses of power that resulted in oppressive childism, which operated to subjugate children and to privilege a White, middle-class, cis-gendered, heteronormative, able-bodied American norm,” she wrote. Stone explained in her thesis how many of the books were problematic. “[H]eterornormativity functioned as the implicit norm against which other family structures were compared,” Stone wrote. In other words, the kids’ books promoted a mom and a dad in the home too often. Each book is coded with “family structure,” “race,” and “class,” an astonishing feat given that many characters are not human. For example, in “Goldilocks and the Three Bears,” the family is considered “white.” But they are not polar bears. Books were also criticized when they promoted people working who did not have disabilities. “Individualistic able bodies and actions were further illustrated as a desirable ideal through the themes that celebrated the value of work,” the thesis stated. MORE: ‘Queering nuclear weapons,’ can strengthen national security, researchers say A book titled “Little Excavator,” is criticized for promoting the benefits of work. The book “centered the story of a young excavator, emulating the adult excavators so that he could someday join the big, adult excavators’ workforce,” Stone lamented. “This illustrated the commonly accepted social convention in which children are expected to identify a career path early in life and work happily toward it.” She provided several other examples of work-centered books, all of which “situated narrative action in employment settings characterized by obedience to authority and day-to-day participation in a job as a form of meritocracy and as a path to personal and financial success.” Dolly Parton’s own book, “Coat of Many Colors,” took criticism from Stone for promoting the “American dream,” or the idea individuals can succeed through hard work. Furthermore, the book was criticized for having Spanish translations in the text. Stone criticized another book for promoting a “gender normative role,” and having a cross on the wall. “Brick by brick used a first-person narrative, told in the voice of Luis, a young bilingual boy, to describe a Latinx family’s achievement of the American dream,” Stone wrote. “It was written and illustrated by a White woman, who used photographs, digital painting, and collage.” The family in the book hopes to one day buy their own home. The book celebrates how the family’s “labors moved them to achievement of that goal, and the sequence of illustrations conveyed the movement through time and place for each stage of the dream achievement.” The mom was in a “housecoat and slippers,” as Luis and Papi let, thus implying a “gender normative role by staying home to clean while [her husband and son] when out to work and school. ” A cross hung on the wall, implying Christian family heritage,” Stone writes. “These images set the stage for a metaphorical rags beginning for this family whose first language was implied as Spanish.” However, Stone also praised this book for showing a non-white dad supporting his child. Parton’s free book program did a good job, according to Stone, of including “racially diverse characters at a rate that could be transformative in the ongoing effort to increase racial diversity in children’s literature.” However, Stone worries, the characters advance harmful narratives. “However, the [family literary theory]-informed appreciation of racial representation in the corpus co-exists with the CRT-informed analysis that points to these inclusive images as potential locations for oppressive power,” she wrote. Some books used “melting pot,” characters, showing a variety of ethnicities. So this can be good, Stone writes. But it can also promote the dangerous idea, in her opinion, of “equal opportunity.” “When melting pot imagery is included without cultural authenticity, it can reinscribe equal opportunity ideologies,” she wrote. “Equal opportunity ideologies mask structural inequities and place responsibility for successes and failures in individuals. In this corpus, melting pot representations created a sense that everyone can participate in all society has to offer, regardless of race.” However, according to Stone, “systemic racism that obstructs access to American educational, health, and employment resources for people of color,” makes these depictions “dangerous fictions.” The research led Stone to reconsider the benefits of reading aloud to kids as a universal practice. She will still read to kids, but will be careful not to promote “white saviorism,” and other ills. “I see a risk that the ever-expanding prescription of daily read alouds and book ownership as key components of parenting could be contributing to literacy inequities through majoritarian storytelling and colonization of families’ primary literacies with dominators’ cultural values,” she writes. “The power of literacy and the pervasive inequities in it are so persistent that any risk merits a pause in action and careful reconsideration of accepted discourses.” “For me, pausing and reconsidering has led to new understandings of literacy and literacy interventions,” she wrote. “I now understand literacies as multiple and dynamic and literacy intervention as potentially dangerous and informed by White saviorism.” MORE: Vampires are a ‘queer icon,’ scholar argue in new book IMAGES: University of North Carolina; Anna Dewdney/Viking Books for Young Leaders Like The College Fix on Facebook / Follow us on Twitter Please join the conversation about our stories on Facebook , Twitter , Instagram , Reddit , MeWe , Rumble , Gab , Minds and Gettr . 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Thesis Defense: Joy HillRecurring dates. - Jul. 11, 2024, 11am to 1pm
Office/Remote LocationDescription. Joy Hill, M.S.W. Candidate Department of Social Work Investigating the Associations Between Mindfulness, Depression, Anxiety, and Mental Health Resource Knowledge of College Students Advisory Committee Members: - Nicholas Barr, Ph.D., Advisory Committee Chair
- Ivet Aldaba, Ph.D., Advisory Committee Member
- Susie Skarl, Advisory Committee Member
- Gloria Wong-Padoongpatt, Ph.D., Graduate College Representative
Admission InformationThis event is open to the public. Join via Zoom ID: 97832544784 passcode: 80039853 Contact InformationExternal sponsor. To revisit this article, visit My Profile, then View saved stories . I Taught the Taylor Swift Class at Harvard. Here’s My ThesisBy Stephanie Burt L ast fall I told Harvard’s English Department that I planned to offer a class this spring on Taylor Swift . No one objected; Harvard professors like me get lots of latitude in confecting electives as long as we also offer the bread-and-butter material our majors need. (Most of my work is poetry-related; I also teach our regular undergrad course about literary form, from Beowulf on.) I’d call my new class Taylor Swift and Her World , as in: We’d read and listen to other artists and authors (part of her world). But also as in: It’s her world; we just live in it. I’ve been living in it ever since. I thought I’d be teaching a quiet seminar: 20-odd Swifties around a big oak table, examining and appreciating her career, from her debut to Midnights , alongside her influences, from Carole King (see her Rock & Roll Hall of Fame speech) to William Wordsworth (see “The Lakes” from Folklore ). We would track her echoes and half rhymes, her arrangements and collaborations and allusions, her hooks and her choruses. We might sing along. We’d learn why “You Belong With Me” relies so much on its with ( you don’t belong to me, nor I to you ). We’d learn how the unease in “Tolerate It” speaks to its time signature (5/4). Maybe some English majors would get into songwriting. Maybe some Swifties would leave with old poems in their heads. To be fair, almost all those things have now happened. We did sing along. Some undergrads learned to love the 18th-century poet and satirist Alexander Pope, or at least to pretend they did: Pope’s “Epistle to Dr. Arbuthnot” depicts his exasperation with superfans, false friends, and haters in ways rarely equaled until Reputation. We cracked open Easter eggs, and we studied her rhythms. But we couldn’t fit around a table. At one point 300 students signed up for the class; almost 200 ended up taking it. We met in a concert hall on campus, with a grand piano at center stage. I gave what I hope were engaging lectures, with pauses for questions, and stage props: a melodica, or a cuddly stuffed snake (for the snake motifs on Reputation ). We had theater lights, and balcony seats, and the kind of big screen few humanities classrooms now need. Harvard English Professor Stephanie Burt teaches the course “Taylor Swift and Her World.” And we had eyes on us from outside the room. One user on Twitter (now officially X) “leaked” our syllabus as if we had kept a Hollywood secret. Students put clips (with our okay) on TikTok. And we had reporters—daily, for weeks—asking to visit. We ended up inviting the Today show, whose camera-ready journalist Emilie Ikeda listened admirably to our undergrads. My teaching assistants, our students, and I spoke with the BBC. And with TMZ. And with Australian public radio. And with broadcast TV news in Boston, and Boise, and Sacramento, and NPR and RTE (Irish public broadcasting), and with journalists from Brazil, Chile, the People’s Republic of China, Ecuador, Finland, France, Germany, Greece, India, Mexico, New Zealand, Norway, Poland, Portugal, Singapore, Spain, and Sweden. We learned, in other words, that Swift attracts attention: That attention amplifies things about her, even without her. Teaching the class sometimes felt like one more of Swift’s vaunted collaborations, another multimedia performance involving reporters, and students, and her. Journalists asked if Swift would visit. (She’d be welcome, but she’s got a lot going on.) They asked what I wanted students to learn. (How to think about works of art.) And they asked if Harvard resisted a course on a celebrity. (We read dead people too, like Pope and James Weldon Johnson and Willa Cather. Who were, in their own time, celebrities.) If I had—and have—a thesis about Swift’s work as a whole, here it is: She’s excelled as a songwriter and as a performer by staying both aspirational and relatable. Swifties and casual fans see parts of ourselves in her, but we also see someone we wish we could be. Her first few albums made the pairing clear: Songs like “Fifteen” and “You Belong With Me” spoke to common high school crushes and heartbreaks. At the same time, they let listeners look up to her. Not only did she put into words what so many fans felt but could not express so crisply, she seemed lucky, even enviable, while doing it. She sang about senior boys who might stop you in hallways, “wink at you and say, ‘You know, I haven’t seen you around before,’ ” not about bullies who might shove you in bins; she wrote about feeling excluded by classmates, but also about her attentive, affectionate mother, who took her to “drive until we found a town far enough away / And we talk and window shop till I’ve forgotten all their names.” No wonder so many people—especially girls her age and younger—saw in her both a peer and an ideal. When our class entered her pop era, her post-teenage stardom from 1989 on, my thesis hit a snag. We saw how the woman who clearly enjoyed the lights, who sang “we never go out of style” and dated Harry Styles, remained aspirational. But what made these versions of Swift relatable? One answer: Like any great writer in any medium, she has a talent for framing common emotions, for crystallizing nostalgia, lust, and regret. If we’ve felt them, she lets us feel them anew. By Anthony Breznican By Bess Levin By Katie Nicholl Another answer, though, arose on the classroom’s wood floor, or perhaps at its grand piano. Swift sings about life onstage, about her wish and even need to sparkle, bejeweled, whether or not she likes her dating life. Even when she tries to find some privacy, she can’t stop thinking that other people are watching, “drama queens taking swings” (“Call It What You Want”). Some nights she feels like a giant, or a monster, as she put it in “Anti-Hero.” She can look at the crowd but never in the mirror and knows she has to perform. She knows she needs us even more than we need her, even when she gets “tired of being known” (“Dorothea”): She’ll do many things not to feel alone. She can even do it with a broken heart. So could we, I realized. So could I. At a college famous for being famous, in front of what—for most humanities teachers—counts as a crowd, I could layer my own need for approval, my wish that students would choose me (or my favorite writers), and my own impostor syndrome over Swift’s, and see that my dreams weren’t rare. I saw myself, not in her talents but in her anxieties, one more child for whom, as she put it lately, “growing up precocious sometimes means not growing up at all.” Some of our students, I think, could sympathize too, in the pressure chambers and dens of precocity that make up Harvard: They too might think—as songs like “Nothing New,” like “Castles Crumbling,” like “ Clara Bow ” imply—that no kudos would suffice, no A+ would be enough. Fortunately I did not have to feel that way—much less to study Swift—on my own. Though I devised the syllabus with help from head teaching assistant MJ Cunniff, the teaching itself was a team affair: myself and MJ and nine discussion section leaders, from Harvard’s Music and American Studies departments and Harvard Law School and from Northeastern and Tufts and Brown universities. MJ gave a lecture that tied Swift to Sylvia Plath, prompting a passel of essays about her verse. Other discussion leaders explicated chord changes on guitar; explained the dialectology in “country” and “pop” voices; and unpacked the Swift–Kanye–Kim Kardashian spat, with videos. As Swift does on her songs, we brought in guest stars too. The critic and songwriter Franklin Bruno explained why pop songs often (and folk songs almost never) have bridges. Bryan West, USA Today ’s Swift beat reporter, flew to Boston to meet us. Dani and Olivia from the great fan podcast Taylearning conducted a survey for students, then visited us in person to break down the data. Fashion historian Chloe Chapin analyzed Swift’s outfits; law school prof Rebecca Tushnet demystified copyright. Ours was hardly this year’s sole college class on Swift: If I teach it again—and I hope I can—I’ll compare notes first with professors of English, communication, economics, music, and more, from Ghent University in Belgium, the University of Texas at Austin, TCU, Westfield State, and the University of Kansas. I’ll also learn from the mixed reviews students gave me: A few dozen (to quote Swift’s “Cardigan”) said I was their favorite and they would gladly come back to (more courses with) me. A few dozen more students found me hard to follow (I could have used, should have used, bullet points on slides). In our final week we asked students to tell us—anonymously—their favorite and least favorite aspects of class. What did they consider the course’s best parts? Our out-of-town guests, and teaching assistants’ guest lectures. Apparently Taylor Swift and Her World reached its new heights when I sat down, shut up, and just listened. Like all classes, it didn’t belong to me; it belonged with the students who chose to be there. The artist who wrote “Long Live” for her band, who encouraged fans to make friendship bracelets, who knows how we need one another, might have approved. More Great Stories From Vanity FairPalace Insiders on the Monarchy’s Difficult Year Princess Anne Is “Recovering Well” After Horse Accident Inside the Titan Sub Recovery : A Hopeful Rescue Turned Tragic Mission The Best Movies of 2024 , So Far Why You Can’t Look Away From the Karen Read Trial Putin Is Banking On a Trump Win for His New World Order What Is Cinema? Filmmaking Masters Share Their Secrets Stephanie BurtRoyal watch. By signing up you agree to our User Agreement and Privacy Policy & Cookie Statement . This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply. By Katherine Eban By Kase Wickman By Richard Lawson We use cookies to make your experience on this website better. Accept Cookies College of Sciences and Mathematics Homepage"A case study of Coosa River Watershed, Alabama" Thesis Defense by Al Artat Bin Ali In the News |
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Revised on April 16, 2024. A thesis is a type of research paper based on your original research. It is usually submitted as the final step of a master's program or a capstone to a bachelor's degree. Writing a thesis can be a daunting experience. Other than a dissertation, it is one of the longest pieces of writing students typically complete.
Step 2: Write your initial answer. After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process. The internet has had more of a positive than a negative effect on education.
A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay. Steps in Constructing a Thesis. First, analyze your primary sources. Look for tension, interest, ambiguity, controversy, and/or complication.
A thesis statement: tells the reader how you will interpret the significance of the subject matter under discussion. is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper. directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself.
Thesis. Your thesis is the central claim in your essay—your main insight or idea about your source or topic. Your thesis should appear early in an academic essay, followed by a logically constructed argument that supports this central claim. A strong thesis is arguable, which means a thoughtful reader could disagree with it and therefore ...
A thesis statement . . . Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic. Makes a promise to the reader about the scope, purpose, and direction of your paper. Is focused and specific enough to be "proven" within the boundaries of your paper. Is generally located near the end ...
A good thesis statement needs to do the following: Condense the main idea of your thesis into one or two sentences. Answer your project's main research question. Clearly state your position in relation to the topic. Make an argument that requires support or evidence.
Step 4: Revise and refine your thesis statement before you start writing. Read through your thesis statement several times before you begin to compose your full essay. You need to make sure the statement is ironclad, since it is the foundation of the entire paper. Edit it or have a peer review it for you to make sure everything makes sense and ...
A thesis is an in-depth research study that identifies a particular topic of inquiry and presents a clear argument or perspective about that topic using evidence and logic. Writing a thesis showcases your ability of critical thinking, gathering evidence, and making a compelling argument. Integral to these competencies is thorough research ...
Craft a convincing dissertation or thesis research proposal. Write a clear, compelling introduction chapter. Undertake a thorough review of the existing research and write up a literature review. Undertake your own research. Present and interpret your findings. Draw a conclusion and discuss the implications.
Tips for Writing Your Thesis Statement. 1. Determine what kind of paper you are writing: An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.; An expository (explanatory) paper explains something to the audience.; An argumentative paper makes a claim about a topic and justifies ...
Example 1: In a biochemistry class, you've been asked to write an essay explaining the impact of bisphenol A on the human body. Your thesis statement might say, "This essay will make clear the correlation between bisphenol A exposure and hypertension.". Check Circle.
Thesis Statements What this handout is about This handout describes what a thesis statement is, how thesis statements work in your writing, ... Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice ...
Thesis Definition. The thesis is one of the most important concepts in college expository writing. A thesis sentence focuses your ideas for the paper; it's your argument or insight or viewpoint crystallized into a single sentence that gives the reader your main idea. It's not only useful for the reading audience to understand the purpose of the ...
This thesis statement is not debatable. First, the word pollution implies that something is bad or negative in some way. Furthermore, all studies agree that pollution is a problem; they simply disagree on the impact it will have or the scope of the problem. No one could reasonably argue that pollution is unambiguously good.
Thesis is an important academic document that serves several purposes. Here are some of the applications of thesis: Academic Requirement: A thesis is a requirement for many academic programs, especially at the graduate level. It is an essential component of the evaluation process and demonstrates the student's ability to conduct original ...
A college thesis is quite complex work students have to create within their last year before graduating a school. In general, students are required to select a topic they studied and make research around the chosen subject. The topic must be related to the students' part experience. After selecting a subject, students have to submit it with ...
Understanding what makes a good thesis statement is one of the major keys to writing a great research paper or argumentative essay. The thesis statement is where you make a claim that will guide you through your entire paper. If you find yourself struggling to make sense of your paper or your topic, then it's likely due to a weak thesis statement. Let's take a minute to first understand what ...
Creating an academically strong thesis proposal sets the foundation for a high-quality thesis and helps garner the attention of a well-respected thesis director. Thesis proposals typically include approximately 15 to 20 pages of text, in addition to any required reference sections, such as bibliographies and glossary/definition of terms.
Thesis Statements Tip Sheet What is a Thesis Statement? The thesis statement is usually a single sentence near the beginning of your paper. It's typically the last sentence of your introductory paragraph. Think of the thesis as a road map to the rest of the paper. This statement tells the reader the main idea of the paper.
A thesis statement for a college essay is a concise, clear, one-to-two-sentence statement that presents the main idea, argument, or focus of an essay. It serves as a roadmap, guiding the reader through the arguments presented in the essay and giving them an insight into the essay's purpose. For college-level essays, the thesis often goes ...
College of Liberal Arts ... CHE 49800 - Undergraduate Thesis Research I . Credit Hours: 3.00. Individual research projects for students completing an undergraduate thesis. Requires prior approval of, and arrangement with, a faculty research advisor. Permission of instructor required.
From the planning process to the changes she's made in between, we've tracked and recorded Sunny Hwang's journey as she navigated through her Honors Thesis. Sunny, who did a creative portfolio on the 'sense of belonging', shares her final thoughts and reflections on the overall Honors Thesis journey and what she would do differently ...
CE grad student Mohammadhosein Pourgholamali received the Purdue University College of Engineering Outstanding MS Thesis Award for Spring 2024 for his thesis titled, Robust design of electric charging infrastructure locations under travel demand uncertainty and driving range heterogeneity.
Harvard College Writing Center 1 Thesis Your thesis is the central claim in your essay—your main insight or idea about your source or topic. Your thesis should appear early in an academic essay, followed by a logically constructed argument that supports this central claim.
A master's thesis was discussed in the Department of Agricultural Machines and Equipment/ College of Agriculture and Forestry / University of Mosul for the student (Ratib Hussein Ali Abdel Halim) on Wednesday, June 26, 2024. The thesis title was (Evaluation of cutting and turning the soil and its deviation when using a locally manufactured angular
A program that provides free books to kids from birth until the age of five promotes "heteronormativity," "ableism," and "sexism," according to a doctoral thesis. Jennifer Stone ...
Joy Hill, M.S.W. Candidate Department of Social Work Investigating the Associations Between Mindfulness, Depression, Anxiety, and Mental Health Resource Knowledge of College Students Advisory Committee Members: Nicholas Barr, Ph.D., Advisory Committee Chair Ivet Aldaba, Ph.D., Advisory Committee Member Susie Skarl, Advisory Committee Member Gloria Wong-Padoongpatt, Ph.D., Graduate College ...
At a college famous for being famous, in front of what—for most humanities teachers—counts as a crowd, I could layer my own need for approval, my wish that students would choose me (or my ...
COSAM Events 2024 July Geosciences Thesis Defense - Al Artat Bin Ali Time: Jul 03, 2024 (11:00 AM)