You can earn up to two extra credit percentage points in the course by submitting examples of organizational behavior from the popular press, movies, magazines, etc. You should write up a one-paragraph description of the organizational behavior example and a one-paragraph description of the concept that it illustrates. Be certain to know the facts about the example because we will sometimes discuss these examples in class. Also, include a pdf copy of the example if it is from a magazine, etc. You will earn one extra credit percentage point towards your participation grade in the class for each example that you submit.

Write two example of organizational behavior.

You can earn up to two extra credit percentage points in the course by submitting examples of organizational behavior from the popular press, movies, magazines, etc. You should write up a one-paragraph description of the organizational behavior example and a one-paragraph description of the concept that it illustrates. Be certain to know the facts about the example because we will sometimes discuss these examples in class. Also, include a pdf copy of the example if it is from a magazine, etc. You will earn one extra credit percentage point towards your participation grade in the class for each example that you submit. The last day to submit extra credit assignments is Monday, June 5.

Instructions What can you do to lower your risk for getting cancer? Look at table 6.1 on page 110 of the textbook for ideas, but you do not need to limit your discussion to the four behaviors listed in the table. You can also access websites, such as cancer.gov and cancer.org, to determine what other risk factors might be applicable to your situation, especially if you are female and breast cancer is a concern or if you are male and prostate cancer is a concern.Your journal entry must be at least 200 words in length. No references or citations are necessary.

Instructions

What can you do to lower your risk for getting cancer? Look at table 6.1 on page 110 of the textbook for ideas, but you do not need to limit your discussion to the four behaviors listed in the table. You can also access websites, such as cancer.gov and cancer.org, to determine what other risk factors might be applicable to your situation, especially if you are female and breast cancer is a concern or if you are male and prostate cancer is a concern.Your journal entry must be at least 200 words in length. No references or citations are necessary.

Mendel observed that pea plants had traits, such as color, that were either “one or the other,” never something in between. In your own words, discuss the correlation between Mendel’s factors, what they might be, and why pea plant traits come in one form or another—e.g., gray or dark red—rather than blended.

Unit II Assignment—Genetics Worksheet

 

 

Gregor Mendel’s Experiments, Theories, and Findings

 

  1. Mendel observed that pea plants had traits, such as color, that were either “one or the other,” never something in between. In your own words, discuss the correlation between Mendel’s factors, what they might be, and why pea plant traits come in one form or another—e.g., gray or dark red—rather than blended.

 

Your response must be at least 75 words in length. (Type your response in the blank area below; it will expand as needed.)

 

 

  1. Let’s imagine that we are studying only one trait, that of green- or yellow-colored seeds. Mendel bred his peas until they either produced seeds of one color or the other. These purebred plants he called the p generation (“p” for parental generation). He then cross bred green plants with yellow ones and discovered that all the offspring were yellow-colored. Mendel called the offspring of the purebred plants the F1 generation.

 

In your own words, explain why all the offspring in the F1 generation were yellow instead of half being yellow and half green, or some other mix of the colors. Hint: Remember that Mendel coined the terms dominant and recessive.

 

Your response must be at least 75 words in length. (Type your response in the blank area below; it will expand as needed.)

Punnett Squares

Reginald Punnett was a British geneticist who developed the Punnett square to explain how the chromosomes of parents cross and produce offspring. In order to solve genetics problems using a Punnett square, it is necessary to a) understand the associated vocabulary and b) understand some of the rules for solving the problems.

 

  • Before you continue with the problems below, review the meaning of the terms allele, dominant, recessive, homozygous, heterozygous, genotype and phenotype.

 

  • You should also review the Punnett Square Basics video linked in the unit lesson.

 

In this first problem (question #3), the key and genotype of the parents will be done for you as an example. For problems #4 and #5, you will fill in those details based on the information in the question.

Remember, when asked for the genotypic ratio, it may be expressed as 25%(GG):50%(Gg):25%(gg), for example. Or, you may write it more succinctly as 1GG:2Gg:1gg. Either way will be correct.

The phenotypic ratio will use descriptive terms, for example, 3(Green):1(clear), 2(Green):2(clear), or whatever it may be depending on the results of your cross.

3. In corn plants, the allele for green kernels (G) is dominant over clear kernels (g). Cross a homozygous dominant plant with a homozygous recessive plant.

 

Fill in the Punnett square below and give the ratios for each question beneath the Punnett Square.

 

 

 

Key: G = green kernels, g = clear kernels

Genotype of parents:   _GG_   x  _gg_

 

                                                    Parent #1
 

 

 Parent #2

   
   
   

 

What is the genotypic ratio of the offspring in Question 3?

What is the phenotypic ratio of the offspring in Question 3?

  1. Yellow seeds are dominant over green seeds in pea plants. Cross a heterozygous (yellow seeded) plant with a green seeded plant.

 

Key: __________

Genotype of parents:      __________ x __________

 

                                                    Parent #1
 

 

Parent #2

   
   
   

What is the genotypic ratio of the offspring in Question 4?

What is the phenotypic ratio of the offspring in Question 4?

 

 

 

 

 

  1. Now cross two of the heterozygous F1 offspring from question #4.

 

                                                    Parent #1
 

 

Parent #2

   
   
   

What is the genotypic ratio of the offspring in Question 5?

What is the phenotypic ratio of the offspring in Question 5?

  1. 6. Consider the resulting ratio of crossing the two heterozygous pea plants in question #5. We will use this ratio in a short activity exploring probability. Keep in mind that crossing two individuals that are heterozygous for a certain trait is similar to flipping two coins. Each coin has two sides (we might think of each side as an “allele”) and the chances of flipping heads/heads, heads/tails or tails/tails should be similar to the ratio we see when crossing two heterozygotes.

    For this simple activity, you will need two coins (pennies, nickels, dimes, quarters, or a mix of any of those). Alternatively, you may google a coin-flipper simulator that will allow you to flip two coins at once. You will also need a piece of scratch paper and a pen or pencil.

    Directions: Flip the two coins simultaneously at least 50 times. For each flip of the pair of coins, you will record the results on a piece of scratch paper. You might set up a table like the one below to record your results. Once you have flipped the coins at least 50 times, enter the number of heads/heads, heads/tails and tails/tails in Table 1 below.

    Now determine the ratio for your results. You will do this by dividing the number for each result by the total number of flips, and then multiply by 100.

    (Example: If the number of heads/heads is 9 then 9/50 = .18, .18×100 = 18%), Repeat this mathematical procedure for heads/tails and tails/tails)

 

Table 1
Heads/heads (hh) 
Head/tails (ht) 
Tails/tails (tt) 
Ratio (hh:ht:tt) 

 

Compare the resulting ratio from the question #5 cross of two heterozygous parents to the ratio from the coin flipping exercise. Are there similarities? If so, what are they?

What might be done to make the ratio from the coin flipping exercise become more similar to the ratio from question #5? (Hint: Consider that more data equals better accuracy.)

 

 

 

Cancer Risk Factors

 

  1. This question deals with cancer and risk factors. Begin by going to the website http://www.cancer.org/

 

Click “Cancer A-Z” in the upper left corner. The page that comes up will provide links to information on breast cancer, colon and rectal cancer, lung cancer, prostate cancer, and skin cancer. Review the information for each these cancers.

 

Next, write an essay that discusses your own risk factors for each type of cancer and steps you might take to decrease those risk factors. Be sure to address all five types of cancer.

 

You do not have to disclose any actual personal information if you do not wish to do so. You may create a fictional character and discuss his or her risk factors instead. Be sure to address all five types of cancer.

 

Your response must be at least 300 words in length. (Type your response below)

 

 

 

 

 

As you know, historians do not memorize facts. They see trends throughout time, and use these trends to understand both the past and the present. A historical theme is a trend, presented as an interpretive thesis, but supported by evidence from several different eras instead of just one or two.  A number of weeks throughout the semester, we have posted evidence from one particular time-frame or era on a Primary Sources Board, but our writing this week must include evidence from multiple eras. 

This week we begin our most significant writing, emphasizing themes. We have been practicing so we can get to this point, doing more of what historians actually do. 

As you know, historians do not memorize facts. They see trends throughout time, and use these trends to understand both the past and the present.

A historical theme is a trend, presented as an interpretive thesis, but supported by evidence from several different eras instead of just one or two. 

A number of weeks throughout the semester, we have posted evidence from one particular time-frame or era on a Primary Sources Board, but our writing this week must include evidence from multiple eras. 

Yes – the work you do here may be considered as the outline for your final essay, so long as you are happy with your subject!

Themes are narrow enough to have a point of view, even though they are broad enough to cover several eras. They show a repeating trend, rather than progress over time. 

One way to begin a theme is to focus on a topic area, such as fashion, sexuality, class differences, cloth-making technology, the role of philosophy, ways in which literature reflects society, sports, games, furniture design, domestic architecture, dancing, political conflict, holiday celebrations, religious texts, expressions of spirituality, mass communication – the possibilities are endless.

Format

For this assignment we start with a theme (in bold text), and use six sources in pairs with a topic sentence (in italics) that covers them both. The format will be like an essay, with no numbers or letters:

I. Historical theme
II. Topic sentence that supports the theme
     A. Primary source #1 with explanation
     B. Primary source #2 with explanation
III. Topic sentence that supports the theme
     A. Primary source #3 with explanation
     B. Primary source #4 with explanation
IV. Topic sentence that supports the theme
     A. Primary source #1 with explanation
     B. Primary source #2 with explanation
V. Brief conclusion

Avoid problems with themes

Here’s a list of common problems to avoid for themes:

•    The progressive theme problem.
The theme features advancement or improvement over time, when it needs to focus on a repeating trend.

•    The “throughout history” problem.
The theme should not use phrases like “throughout history” or “across the ages”. 

•   The “and” problem.
The theme should not try to cover more bases by using “and”, unless everything in it is proven in every paragraph. 

•    The “or” problem.
The theme should not contain “or”, which encourages paragraphs that focus on only part of the theme. 

•    The so broad it’s obvious problem.
This is similar to the big, factual thesis problem.

Writing assignment instructions (70 points):

Create an outline with a theme and three topic sentences, each supported by two fully-cited primary sources from various Primary Sources Boards, with a brief explanation of how each source supports the topic. All sources must be from a Primary Sources Board (you may add any fully cited sources to any Board at any time).

Here is an example of an A assignment:

Many of the ideas that influenced the revolutionary era and which helped to lead ultimately to independence from Great Britain can be traced back to the teachings of various ministers, politicians, and philosophers during the 17th and 18th century. The ideas of equality, natural rights, religious toleration, and government can be seen in the many sermons, pamphlets, books, and other means of communication of those two centuries.

Of the many philosophers of that time, John Locke would have the greatest influence in that era. His works, for example, the “Two Treatises on Government” published in 1689 and his “A Letter Concerning Toleration” published in that same year, both contained ideas that influenced the revolutionary era and can be found in our Declaration of Independence. The Declaration of Independence makes references to the Laws of Nature and Nature’s God, natural rights, social contract, and the purpose of government. These ideas can be found In Locke’s “Two Treatises on Government (John Locke. Two Treatises of Government. 1689. https://en.wikipedia.org/ (Links to an external site.)Links to an external site. wiki/ Two_ Treatises_of_Government). In his “A Letter Concerning Toleration”, like his “Two Treatises on Government”, Locke discusses the role of government and the role of the Church. He calls for toleration among churches and further spreads the ideas of liberty especially as it pertains to the freedom of conscious. He believed liberty to be a natural right, a right that the goverement or the church cannot violate (John Locke. A Letter Concerning Toleration.1689.https://en.wikipedia.org/ wiki/ (Links to an external site.)Links to an external site. A_Letter_ Concerning _Toleration). These ideas of religious freedom and religious toleration were dominate themes during the revolution as seen in the “Virginia Stature for Religious Freedom” and would be further actualized in our Bill of Rights, the 1st Amendment to our Constitution.  

Jonathon Edwards and John Whitefield are among the ministers whose ideas would come to influence the revolutionary era. In a very famous sermon entitled, “Sinners in the Hands of an Angry God”, Reverend Jonathon taught that mans only hope was to be born again. Man could be set free by God, without the help of the authority or direction of the church. His message taught that the common man was equal before God in that all have sinned, and are in need of Christ (Edwards. Sinners in the Hands of an Angry God. July 8, 1741. https://en.wikipedia.org/wiki/Sinners (Links to an external site.)Links to an external site._in_the_Hands_of_an _Angry_God). His message was one of individual freedom and self-government. These ideas would influence the common people to also demand ultimately political freedom. Freedom against arbitrary rule, both from the church and from the monarchy. These ideas would continue to grow over time and help to ultimately lead the colonist to declare their freedom from Great Britain. Later, it would also help to disestablish the Anglican Church. Like Edwards, John Whitefield would preach a message of individual freedom and equality. In his sermons, He attacked the established church, the Anglican Church. He taught that one did not need to be part of an organized church to experience God. His message too was one of rebirth, equality, and individual liberty (Thomas Walley. George Whitefield Preaching in Bolton. June 1750. https://artuk.org (Links to an external site.)Links to an external site. /discover/artworks/george-whitefield-preaching-in-bolton-june-1750-163882). Like Locke, these two ministers spread ideas of equality, individual freedom and self goverement, ideas that can be found in the revolutionary era.

Of the politicians of that time, Thomas Paine would come to influence the revolutionary era as well. His two works, “Common Sense” published in 1776 and “The American Crisis” published in 1776-1783, were among his works that influenced Americans to declare independence against Great Britain. In “Common Sense” He writes, “Everything that is right or reasonable pleads for separation. The blood of the slain, the weeping voice of nature cries, ’tis time to part” (Thomas Paine. Common Sense. January 10, 1776. https://en.wikipedia.org/wiki/Common_Sense (Links to an external site.)Links to an external site.). Paine saw the revolution as a just war against tyrannical and unjust rule. We see similar sentiments found in the Declaration of Independence where Thomas Jefferson lays out the grievances against Great Britain and explains why it is right that the People of the Colonies declare Independence against her. In the pamphlet “The American Crisis” Paine references God and claims that the war is just and that God was on the side of the colonists (Thomas Paine. 1776-1783. https://en. wikipedia. org/ (Links to an external site.)Links to an external site. wiki/ The_American_Crisis). His pamphlet helped to boost the morale of the American soldiers during the war. Similar sentiments can be seen in the Declaration of Independence when the colonies appeal “to the Supreme Judge of the world for the rectitude of our intentions…And for the support of this Declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor” (Thomas Jefferson. 1776. Declaration of Independence). Like Paine, the Declaration shows that the colonist felt they were doing the right and just thing and that they firmly believed that God was on their side.

In conclusion, one can see in these sermons, books, pamphlets, etc. ideas that influenced and were part of the revolutionary era. Political philosophy and revelation were key in the ideas that influenced the revolutionary era and independence.

This class is for US history. the time period has to be something from the 1500 to 1876

1. Submit a summary of six of your articles on the discussion board. Discuss one strength and one weakness for each of these six articles on why the article may or may not provide sufficient evidence for your practice change. 2. Name two different methods for evaluating evidence. Compare and contrast these two methods Use references and Intext citation

1. Submit a summary of six of your articles on the discussion board. Discuss one strength and one weakness for each of these six articles on why the article may or may not provide sufficient evidence for your practice change.

2. Name two different methods for evaluating evidence. Compare and contrast these two methods

Use references and Intext citation

For this assignment you are to select two recreational activities and discuss the ecological impacts of those activities. The systems diagram below may serve as a guide. The discussion of the ecological impacts of each recreational activity may not be longer than 1 page single spaced, so in other words you may not exceed two pages single spaced for both activities.

For this assignment you are to select two recreational activities and discuss the ecological impacts of those activities.  The systems diagram below may serve as a guide.  The discussion of the ecological impacts of each recreational activity may not be longer than 1 page single spaced, so in other words you may not exceed two pages single spaced for both activities.

What is the difference between race and ethnicity? ( my race is yellow) What is YOUR race? What is YOUR ethnicity? What does your race and/or ethnicity mean to you, if anything? How can we simultaneously say that race “isnt’ real” and race is “important” (how/why is it important)? HINT: the sociological perspective/definition of race that challenges the notion of biology. How does race continue to be “important” in today’s cultural, political and economic landscape? What is the difference between prejudice and discrimination?

Discussion # 10 DUE: Wednesday, June 2 @ 11PM

What is the difference between race and ethnicity? ( my race is yellow)

What is YOUR race? What is YOUR ethnicity? What does your race and/or ethnicity mean to you, if anything?

How can we simultaneously say that race “isnt’ real” and race is “important” (how/why is it important)? HINT: the sociological perspective/definition of race that challenges the notion of biology.

How does race continue to be “important” in today’s cultural, political and economic landscape?

What is the difference between prejudice and discrimination?

repond no,1

 

Race refers to a combination of physical and behavioral attributes that are used to group humans into distinct categories in society. The race is often associated with biology and linked with physical characteristics like hair texture and skin color. The race is believed to reflect a biological foundation, generate distinct racial groups, and the biological foundation is inherent among generations. Members of race are believed to share a set of biological characteristics which are not visible in members of other races. This biological foundation of race manifests itself fundamentally through physical phenotypes. Ethnicity, on the other hand, refers to a categorization of people who identify with each other based on shared attributes which distinguish them from other groups.

My race is Asian and my ethnicity is Han Chinese.  My race and ethnicity mean so much to me since they play a huge role in my growth of a strong and stable sense of self. My race and ethnicity help in shaping how I see myself and help me understand how others see me. My ethnicity instills in me the idea of belonging to a certain cultural group and how I share various elements such as language, place of origin, or religion. My race and ethnicity help me to understand how I relate to certain social, historical, and geographic contexts. The identity of my race and ethnicity helps me in understanding that of others and appreciating the differences in our races and ethnicities. My race and ethnicity also help in self-exploration.

There are various reasons in which the argument that ‘race is not real’ can be justified. For example, one cannot tell the correct race of another person by simply looking at them. Racial lines have been blurred to invisibility in an entire community in extreme cases and it is common to find people who might look one way but identify in another hence making it difficult to place them in a racial category. The race continues to be important but in a negative way in the economic landscape by being a leading source of economic inequality followed by gender. People of certain races such as Black and Latina have the highest number of less-desirable jobs, higher poverty rates, lower earnings, among others. The race is being used as a tool for discrimination in the economic sphere and is the main cause of the economic disparity among various groups of people. The race is also important in the political landscape as it plays a huge role in political attitudes. Various racial groups depict varying levels of support for political candidates, leaders, or subjects, depending on their racial background.

Prejudice describes the thoughts, feelings, attitudes, and beliefs that a person holds about a group. Prejudice is a prejudgment that originates outside actual experience and is not based on experience. Discrimination, on the other hand, refers to the actions that are directed against a certain group of people based on various aspects such as religion, age, race, and other indicators. Prejudice refers to attitudes and opinions while discrimination focuses on the actual behaviors against a group.

Race and ethnicity can be confusing at times because many people do not understand the difference between the two. Race is more one’s physical characteristics that categorize them into one of roughly five or six races. For example, being Hispanic, White, or Asain are types of races. However, these categories are very broad and encompass many different cultures and ways of life. When differentiating oneself through culture, tradition, language, or religion, you refer to your ethnicity. Ethnicity is a little more complex than race. In some ways, it is taught, passed down through generations and not genetically inherited. Ethnicity differentiates people within one race. Ethnicity is also not to be confused with nationality. Someone who is Italian may live in the United States, making their ethnicity Italian but nationality American, but not both American or both Italian.

respond no.2

 

My race is white, but my ethnicity is Serbian and Montenegrin. To me, my ethnicity means a lot, determining my religion, cultural upbringing, mannerisms, and global outlook. Because I am Serbian/Montenegrin, I was raised to be Eastern Orthodox, albeit Serbian Orthodox because it is more common in the United States. Further, since my mom immigrated at my age to the U.S., she brought with her a lot of her culture and way of life. Little things like the way she pronounces some words, some of the food we make, and some household rules (like taking off your shoes when entering someone’s house) are all traits she imparted on me from a young age. Although I do not speak Serbian or Montenegrin, I understand some words and I have an understanding of our history and traditional culture. My ethnicity shapes me a lot and allows me to feel connected with a broader network of people and family that live overseas.

Race is a complex topic, especially in a society as diverse and historically prejudiced as the United States. In a sense, race is very socially constructed. The reality is that race is a byproduct of evolution, allowing people to live in different environments. Thus, race is biologically mundane and rather unimportant. However, due to sociological ideals and beliefs, people began to feel “different” than others, in ways that led to issues like slavery, warfare, and overall discrimination. Race is important because as a global society, we are very aware of it and continue to differentiate ourselves based upon it. Racial history is important and must be acknowledged, yet even today people lay bias upon racial differences. Police brutality, the wage breakdown, and school admissions are all byproducts of a racially divided society. Race is indeed still important today yet in a way that is more dividing and harmful than unifying.

When differentiating prejudice and discrimination, it is important to understand that discrimination is putting prejudice into action. Prejudices are ideas and thoughts someone may harbor in their mind against a specific race or ethnicity, or microaggressions they may display in public. Discrimination, however, is the implication of laws or divisions in society that puts some people at a disadvantage to others. A very relevant example of this are the Jim Crow laws of the South and the discrimination they supported amongst Americans on the basis of skin color. Therefore, both are terrible concepts and discrimination is essentially the cumulation of intense prejudice that is enacted upon society.

In this assignment you will briefly discuss the impacts of human land use on the HABITAT of ONE the  species from the list below.  You will need to do some research, thinking, and lean on concepts learned in Weeks 1-5 in your discussion – particularly species biology, population ecology, community ecology and disturbance ecology.

In this assignment you will briefly discuss the impacts of human land use on the HABITAT of ONE the  species from the list below.  You will need to do some research, thinking, and lean on concepts learned in Weeks 1-5 in your discussion – particularly species biology, population ecology, community ecology and disturbance ecology.

Keeping in mind that I value quality over quantity, I don’t care how many pages it is, line spacing, font size of any of that.  I am interested in you adequately discussing the main impacts of human land use on habitat of one of the species below.

Species List

  • Sage grouse
  • Pronghorn
  • Wolves (Grey or Red)
  • Desert tortoise
  • Black-footed ferret
  • Canadian lynx
  • Grizzly bear
  • Southwestern willow flycatcher
  • Bull trout
  • Fisher (Martes pennant)
  • Whooping crane

A thesis, or dissertation[note 1] (abbreviated diss.),[2] is a document submitted in support of candidature for an academic degree or professional qualification presenting the author’s research and findings.[3] In some contexts, the word “thesis” or a cognate is used for part of a bachelor’s or master’s course, while “dissertation” is normally applied to a doctorate.

Thesis

From Wikipedia, the free encyclopediaJump to navigationJump to searchFor other uses, see Thesis (disambiguation).”Dissertation” redirects here. For the novel, see The Dissertation.Doctoral ceremony at Leiden University (7 July 1721).

thesis, or dissertation[note 1] (abbreviated diss.),[2] is a document submitted in support of candidature for an academic degree or professional qualification presenting the author’s research and findings.[3] In some contexts, the word “thesis” or a cognate is used for part of a bachelor’s or master’s course, while “dissertation” is normally applied to a doctorate. This is the typical arrangement in American English. In other contexts, such as within most institutions of the United Kingdom and Republic of Ireland, the reverse is true.[4] The term graduate thesis is sometimes used to refer to both master’s theses and doctoral dissertations.[5]

The required complexity or quality of research of a thesis or dissertation can vary by country, university, or program, and the required minimum study period may thus vary significantly in duration.

The word “dissertation” can at times be used to describe a treatise without relation to obtaining an academic degree. The term “thesis” is also used to refer to the general claim of an essay or similar work.

Contents

Etymology[edit]

The term “thesis” comes from the Greek θέσις, meaning “something put forth”, and refers to an intellectual proposition. “Dissertation” comes from the Latin dissertātiō, meaning “discussion”. Aristotle was the first philosopher to define the term thesis.

“A ‘thesis’ is a supposition of some eminent philosopher that conflicts with the general opinion…for to take notice when any ordinary person expresses views contrary to men’s usual opinions would be silly”.[6]

For Aristotle, a thesis would therefore be a supposition that is stated in contradiction with general opinion or express disagreement with other philosophers (104b33-35). A supposition is a statement or opinion that may or may not be true depending on the evidence and/or proof that is offered (152b32). The purpose of the dissertation is thus to outline the proofs of why the author disagrees with other philosophers or the general opinion.

Structure and presentation style[edit]

Cover page to Søren Kierkegaard‘s university thesis (1841).

Structure[edit]

A thesis (or dissertation) may be arranged as a thesis by publication or a monograph, with or without appended papers, respectively, though many graduate programs allow candidates to submit a curated collection of published papers. An ordinary monograph has a title page, an abstract, a table of contents, comprising the various chapters like introduction, literature review, methodology, results, discussion, and bibliography or more usually a references section. They differ in their structure in accordance with the many different areas of study (arts, humanities, social sciences, technology, sciences, etc.) and the differences between them. In a thesis by publication, the chapters constitute an introductory and comprehensive review of the appended published and unpublished article documents.

Dissertations normally report on a research project or study, or an extended analysis of a topic. The structure of a thesis or dissertation explains the purpose, the previous research literature impinging on the topic of the study, the methods used, and the findings of the project. Most world universities use a multiple chapter format :

a) an introduction: which introduces the research topic, the methodology, as well as its scope and significanceb) a literature review: reviewing relevant literature and showing how this has informed the research issuec) a methodology chapter, explaining how the research has been designed and why the research methods/population/data collection and analysis being used have been chosend) a findings chapter: outlining the findings of the research itselfe) an analysis and discussion chapter: analysing the findings and discussing them in the context of the literature review (this chapter is often divided into two—analysis and discussion)f) a conclusion.:[7][8] which shows judgement or decision reached by thesis

Style[edit]

Degree-awarding institutions often define their own house style that candidates have to follow when preparing a thesis document. In addition to institution-specific house styles, there exist a number of field-specific, national, and international standards and recommendations for the presentation of theses, for instance ISO 7144.[3] Other applicable international standards include ISO 2145 on section numbers, ISO 690 on bibliographic references, and ISO 31 on quantities or units.

Some older house styles specify that front matter (title page, abstract, table of content, etc.) must use a separate page number sequence from the main text, using Roman numerals. The relevant international standard[3] and many newer style guides recognize that this book design practice can cause confusion where electronic document viewers number all pages of a document continuously from the first page, independent of any printed page numbers. They, therefore, avoid the traditional separate number sequence for front matter and require a single sequence of Arabic numerals starting with 1 for the first printed page (the recto of the title page).

Presentation requirements, including pagination, layout, type and color of paper, use of acid-free paper (where a copy of the dissertation will become a permanent part of the library collection), paper size, order of components, and citation style, will be checked page by page by the accepting officer before the thesis is accepted and a receipt is issued.

However, strict standards are not always required. Most Italian universities, for example, have only general requirements on the character size and the page formatting, and leave much freedom for the actual typographic details.[9]

Thesis committee[edit]

The thesis committee (or dissertation committee) is a committee that supervises a student’s dissertation. In the US, these committees usually consist of a primary supervisor or advisor and two or more committee members, who supervise the progress of the dissertation and may also act as the examining committee, or jury, at the oral examination of the thesis (see Thesis defense).

At most universities, the committee is chosen by the student in conjunction with their primary adviser, usually after completion of the comprehensive examinations or prospectus meeting, and may consist of members of the comps committee. The committee members are doctors in their field (whether a Ph.D. or other designation) and have the task of reading the dissertation, making suggestions for changes and improvements, and sitting in on the defense. Sometimes, at least one member of the committee must be a professor in a department that is different from that of the student.

Role of thesis supervisor[edit]

The role of the thesis supervisor is to assist and support a student in their studies, and to determine whether a thesis is ready for examination.[10] The thesis is authored by the student, not the supervisor. The duties of the thesis supervisor also include checking for copyright compliance and ensuring that the student has included in/with the thesis a statement attesting that he/she is the sole author of the thesis.[11]

Regional and degree-specific practices and terminologies[edit]

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Argentina[edit]

In the Latin American docta, the academic dissertation can be referred to as different stages inside the academic program that the student is seeking to achieve into a recognized Argentine University, in all the cases the students must develop original contribution in the chosen fields by means of several paper work and essays that comprehend the body of the thesis.[12] Correspondingly to the academic degree, the last phase of an academic thesis is called in Spanish a defensa de gradodefensa magistral or defensa doctoral in cases in which the university candidate is finalizing their licentiatemaster’s, or PhD program, respectively. According to a committee resolution, the dissertation can be approved or rejected by an academic committee consisting of the thesis director and at least one evaluator. All the dissertation referees must already have achieved at least the academic degree that the candidate is trying to reach.[13]

Canada[edit]

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At English-speaking Canadian universities, writings presented in fulfillment of undergraduate coursework requirements are normally called papersterm papers or essays. A longer paper or essay presented for completion of a 4-year bachelor’s degree is sometimes called a major paper. High-quality research papers presented as the empirical study of a “postgraduate” consecutive bachelor with Honours or Baccalaureatus Cum Honore degree are called thesis (Honours Seminar Thesis). Major papers presented as the final project for a master’s degree are normally called thesis; and major papers presenting the student’s research towards a doctoral degree are called theses or dissertations.

At Canadian universities under the French influenced system,[14] students may have a choice between presenting a “mémoire“‘, which is a shorter synthetic work (roughly 75 pages) and a thèse which is one hundred pages or more.[citation needed] A synthetic monograph associated with doctoral work is referred to as a “thèse“. See also compilation thesis. Either work can be awarded a “mention d’honneur” (excellence) as a result of the decision by the examination committee, although these are rare.

A typical undergraduate paper or essay might be forty pages. Master’s theses are approximately one hundred pages. PhD theses are usually over two hundred pages. This may vary greatly by discipline, program, college, or university. However, normally the required minimum study period is primarily depending on the complexity or quality of research requirements.

Theses Canada acquires and preserves a comprehensive collection of Canadian theses at Library and Archives Canada‘ (LAC) through a partnership with Canadian universities who participate in the program.[15]

Croatia[edit]

At most university faculties in Croatia, a degree is obtained by defending a thesis after having passed all the classes specified in the degree programme. In the Bologna system, the bachelor’s thesis, called završni rad (literally “final work” or “concluding work”) is defended after 3 years of study and is about 30 pages long. Most students with bachelor’s degrees continue onto master’s programmes which end with a master’s thesis called diplomski rad (literally “diploma work” or “graduate work”). The term dissertation is used for a doctoral degree paper (doktorska disertacija).

Czech Republic[edit]

In the Czech Republic, higher education is completed by passing all classes remaining to the educational compendium for given degree and defending a thesis. For bachelors programme the thesis is called bakalářská práce (bachelor’s thesis), for master’s degrees and also doctor of medicine or dentistry degrees it is the diplomová práce (master’s thesis), and for Philosophiae doctor (PhD.) degree it is dissertation dizertační práce. Thesis for so called Higher-Professional School (Vyšší odborná škola, VOŠ) is called absolventská práce.

Finland[edit]

The following types of thesis are used in Finland (names in Finnish/Swedish):

  • Kandidaatintutkielma/kandidatavhandling is the dissertation associated with lower-level academic degrees (bachelor’s degree), and at universities of applied science.
  • Pro gradu(-tutkielma)/(avhandling )pro gradu, colloquially referred to simply as ‘gradu’, is the dissertation for master’s degrees, which make up the majority of degrees conferred in Finland, and this is therefore the most common type of thesis submitted in the country. The equivalent for engineering and architecture students is diplomityö/diplomarbete.
  • The highest-level theses are called lisensiaatintutkielma/licentiatavhandling and (tohtorin)väitöskirja/doktorsavhandling, for licentiate and doctoral degrees, respectively.

France[edit]

The cover of the thesis presented by Claude Bernard to obtain his Doctorate of Medicine (1843).

In France, the academic dissertation or thesis is called a thèse and it is reserved for the final work of doctoral candidates. The minimum page length is generally (and not formally) 100 pages (or about 400,000 characters), but is usually several times longer (except for technical theses and for “exact sciences” such as physics and maths).

To complete a master’s degree in research, a student is required to write a mémoire, the French equivalent of a master’s thesis in other higher education systems.

The word dissertation in French is reserved for shorter (1,000–2,000 words), more generic academic treatises.

The defense is called a soutenance.

Germany[edit]

In Germany, an academic thesis is called Abschlussarbeit or, more specifically, the basic name of the degree complemented by -arbeit (rough translation: -work; e.g., DiplomarbeitMasterarbeitDoktorarbeit). For bachelor’s and master’s degrees, the name can alternatively be complemented by -thesis instead (e.g., Bachelorthesis).

Length is often given in page count and depends upon departments, faculties, and fields of study. A bachelor’s thesis is often 40–60 pages long, a diploma thesis and a master’s thesis usually 60–100. The required submission for a doctorate is called a Dissertation or Doktorarbeit. The submission for a Habilitation, which is an academic qualification, not an academic degree, is called Habilitationsschrift, not Habilitationsarbeit. PhD by publication is becoming increasingly common in many fields of study.[citation needed]

A doctoral degree is often earned with multiple levels of a Latin honors remark for the thesis ranging from summa cum laude (best) to rite (duly). A thesis can also be rejected with a Latin remark (non-ritenon-sufficit or worst as sub omni canone). Bachelor’s and master’s theses receive numerical grades from 1.0 (best) to 5.0 (failed).

India[edit]

In India the thesis defense is called a viva voce (Latin for “by live voice”) examination (viva in short). Involved in the viva are two examiners, one guide(student guide) and the candidate. One examiner is an academic from the candidate’s own university department (but not one of the candidate’s supervisors) and the other is an external examiner from a different university.[16]

In India, PG Qualifications such as MSc Physics accompanies submission of dissertation in Part I and submission of a Project (a working model of an innovation) in Part II. Engineering and Designing qualifications such as BTech, B.E., B.Des, MTech, M.E. or M.Des also involves submission of dissertation. In all the cases, the dissertation can be extended for summer internship at certain research and development organizations or also as PhD synopsis.

Indonesia[edit]

In Indonesia, the term thesis is used specifically to refer to master’s theses. The undergraduate thesis is called skripsi, while the doctoral dissertation is called disertasi. In general, those three terms are usually called as tugas akhir (final assignment), which is mandatory for the completion of a degree. Undergraduate students usually begin to write their final assignment in their third, fourth or fifth enrollment year, depends on the requirements of their respective disciplines and universities. In some universities, students are required to write a proposal skripsi or proposal tesis (thesis proposal) before they could write their final assignment. If the thesis proposal is considered to fulfill the qualification by the academic examiners, students then may proceed to write their final assignment.

Iran[edit]

In Iran, usually students are required to present a thesis (Persian: پایان‌نامه‎ pāyān-nāmeh) in their master’s degree and a dissertation (رساله resāleh) in their Doctorate degree, both of which requiring the students to defend their research before a committee and gaining their approval. Most of the norms and rules of writing a thesis or a dissertation are influenced by the French higher education system.[citation needed]

Italy[edit]

In Italy there are normally three types of thesis. In order of complexity: one for the Laurea (equivalent to the UK Bachelor’s Degree), another one for the Laurea Magistrale (equivalent to the UK Master’s Degree) and then a thesis to complete the Dottorato di Ricerca (PhD). Thesis requirements vary greatly between degrees and disciplines, ranging from as low as 3–4 ECTS credits to more than 30. Thesis work is mandatory for the completion of a degree.

Malaysia[edit]

Malaysian universities often follow the British model for dissertations and degrees. However, a few universities follow the United States model for theses and dissertations. Some public universities have both British and US style PhD programs. Branch campuses of British, Australian and Middle East universities in Malaysia use the respective models of the home campuses.

Pakistan[edit]

In Pakistan, at undergraduate level the thesis is usually called final year project, as it is completed in the senior year of the degree, the name project usually implies that the work carried out is less extensive than a thesis and bears lesser credit hours too. The undergraduate level project is presented through an elaborate written report and a presentation to the advisor, a board of faculty members and students. At graduate level however, i.e. in MS, some universities allow students to accomplish a project of 6 credits or a thesis of 9 credits, at least one publication[citation needed] is normally considered enough for the awarding of the degree with project and is considered mandatory for the awarding of a degree with thesis. A written report and a public thesis defense is mandatory, in the presence of a board of senior researchers, consisting of members from an outside organization or a university. A PhD candidate is supposed to accomplish extensive research work to fulfill the dissertation requirements with international publications being a mandatory requirement. The defense of the research work is done publicly.

Philippines[edit]

In the Philippines, an academic thesis is named by the degree, such as bachelor/undergraduate thesis or masteral thesis. However, in Philippine English, the term doctorate is typically replaced with doctoral (as in the case of “doctoral dissertation”), though in official documentation the former is still used. The terms thesis and dissertation are commonly used interchangeably in everyday language yet it generally understood that a thesis refers to bachelor/undergraduate and master academic work while a dissertation is named for doctorate work.

The Philippine system is influenced by American collegiate system, in that it requires a research project to be submitted before being allowed to write a thesis. This project is mostly given as a prerequisite writing course to the actual thesis and is accomplished in the term period before; supervision is provided by one professor assigned to a class. This project is later to be presented in front of an academic panel, often the entire faculty of an academic department, with their recommendations contributing to the acceptance, revision, or rejection of the initial topic. In addition, the presentation of the research project will help the candidate choose their primary thesis adviser.

An undergraduate thesis is completed in the final year of the degree alongside existing seminar (lecture) or laboratory courses, and is often divided into two presentations: proposal and thesis presentations (though this varies across universities), whereas a master thesis or doctorate dissertation is accomplished in the last term alone and is defended once. In most universities, a thesis is required for the bestowment of a degree to a candidate alongside a number of units earned throughout their academic period of stay, though for practice and skills-based degrees a practicum and a written report can be achieved instead. The examination board often consists of 3 to 5 examiners, often professors in a university (with a Masters or PhD degree) depending on the university’s examination rules. Required word length, complexity, and contribution to scholarship varies widely across universities in the country.

Poland[edit]

In Poland, a bachelor’s degree usually requires a praca licencjacka (bachelor’s thesis) or the similar level degree in engineering requires a praca inżynierska (engineer’s thesis/bachelor’s thesis), the master’s degree requires a praca magisterska (master’s thesis). The academic dissertation for a PhD is called a dysertacja or praca doktorska. The submission for the Habilitation is called praca habilitacyjna or dysertacja habilitacyjna. Thus the term dysertacja is reserved for PhD and Habilitation degrees. All the theses need to be “defended” by the author during a special examination for the given degree. Examinations for PhD and Habilitation degrees are public.

Portugal and Brazil[edit]

In Portugal and Brazil, a dissertation (dissertação) is required for completion of a master. The defense is done in a public presentation in which teachers, students, and the general public can participate. For the PhD, a thesis (tese) is presented for defense in a public exam. The exam typically extends over 3 hours. The examination board typically involves 5 to 6 scholars (including the advisor) or other experts with a PhD degree (generally at least half of them must be external to the university where the candidate defends the thesis, but it may depend on the University). Each university / faculty defines the length of these documents, and it can vary also in respect to the domains (a thesis in fields like philosophy, history, geography, etc., usually has more pages than a thesis in mathematics, computer science, statistics, etc.) but typical numbers of pages are around 60–80 for MSc and 150–250 for PhD.[citation needed]

In Brazil the Bachelor’s Thesis is called TCC or Trabalho de Conclusão de Curso (Final Term / Undergraduate Thesis / Final Paper).[17]

Russia, Kazakhstan, Belarus, Ukraine[edit]

In Russia, Kazakhstan, Belarus, and Ukraine an academic dissertation or thesis is called what can be literally translated as a “master’s degree work” (thesis), whereas the word dissertation is reserved for doctoral theses (Candidate of Sciences). To complete a master’s degree, a student is required to write a thesis and to then defend the work publicly. The length of this manuscript usually is given in page count and depends upon educational institution, its departments, faculties, and fields of study[citation needed]

Slovenia[edit]

At universities in Slovenia, an academic thesis called diploma thesis is a prerequisite for completing undergraduate studies. The thesis used to be 40–60 pages long, but has been reduced to 20–30 pages in new Bologna process programmes. To complete Master’s studies, a candidate must write magistrsko delo (Master’s thesis) that is longer and more detailed than the undergraduate thesis. The required submission for the doctorate is called doktorska disertacija (doctoral dissertation). In pre Bologna programmes students were able to skip the preparation and presentation of a Master’s thesis and continue straightforward towards doctorate.

Slovakia[edit]

In Slovakia, higher education is completed by defending a thesis, which is called bachelor’s thesis “bakalárska práca” for bachelors programme, master’s thesis or “diplomová práca” for master’s degrees, and also doctor of medicine or dentistry degrees and dissertation “dizertačná práca” for Philosophiae doctor (PhD.) degree.

Sweden[edit]

Cover page of a licentiate dissertation in Sweden

In Sweden, there are different types of theses. Practices and definitions vary between fields but commonly include the C thesis/Bachelor thesis, which corresponds to 15 HP or 10 weeks of independent studies, D thesis/’/Magister/one year master’s thesis, which corresponds to 15 HP or 10 weeks of independent studies and E Thesis/two-year master’s thesis, which corresponds to 30 HP or 20 weeks of independent studies. The undergraduate theses are called uppsats (“essay”), sometimes examensarbete, especially at technical programmes.

After that there are two types of post graduate theses: licentiate thesis (licentiatuppsats) and PhD dissertation (doktorsavhandling). A licentiate degree is approximately “half a PhD” in terms of the size and scope of the thesis. Swedish PhD studies should in theory last for four years, including course work and thesis work, but as many PhD students also teach, the PhD often takes longer to complete. The thesis can be written as a monograph or as a compilation thesis; in the latter case, the introductory chapters are called the kappa (literally “coat”).[18]

United Kingdom[edit]

Outside the academic community, the terms thesis and dissertation are interchangeable. At universities in the United Kingdom, the term thesis is usually associated with PhD/EngD (doctoral) and research master’s degrees, while dissertation is the more common term for a substantial project submitted as part of a taught master’s degree or an undergraduate degree (e.g. MScBA, BSc, BMus, BEd, BEng etc.).

Thesis word lengths may differ by faculty/department and are set by individual universities.

A wide range of supervisory arrangements can be found in the British academy, from single supervisors (more usual for undergraduate and Masters level work) to supervisory teams of up to three supervisors. In teams, there will often be a Director of Studies, usually someone with broader experience (perhaps having passed some threshold of successful supervisions). The Director may be involved with regular supervision along with the other supervisors, or may have more of an oversight role, with the other supervisors taking on the more day-to-day responsibilities of supervision.

United States[edit]

In some U.S. doctoral programs, the “dissertation” can take up the major part of the student’s total time spent (along with two or three years of classes) and may take years of full-time work to complete. At most universities, dissertation is the term for the required submission for the doctorate, and thesis refers only to the master’s degree requirement.

Thesis is also used to describe a cumulative project for a bachelor’s degree and is more common at selective colleges and universities, or for those seeking admittance to graduate school or to obtain an honors academic designation. These projects are called “senior projects” or “senior theses”; they are generally done in the senior year near graduation after having completed other courses, the independent study period, and the internship or student teaching period (the completion of most of the requirements before the writing of the paper ensures adequate knowledge and aptitude for the challenge). Unlike a dissertation or master’s thesis, they are not as long and they do not require a novel contribution to knowledge or even a very narrow focus on a set subtopic. Like them, they can be lengthy and require months of work, they require supervision by at least one professor adviser, they must be focused on a certain area of knowledge, and they must use an appreciable amount of scholarly citations. They may or may not be defended before a committee but usually are not; there is generally no preceding examination before the writing of the paper, except for at very few colleges. Because of the nature of the graduate thesis or dissertation having to be more narrow and more novel, the result of original research, these usually have a smaller proportion of the work that is cited from other sources, though the fact that they are lengthier may mean they still have total citations.

Specific undergraduate courses, especially writing-intensive courses or courses taken by upperclassmen, may also require one or more extensive written assignments referred to variously as theses, essays, or papers. Increasingly, high schools are requiring students to complete a senior project or senior thesis on a chosen topic during the final year as a prerequisite for graduation. The extended essay component of the International Baccalaureate Diploma Programme, offered in a growing number of American high schools, is another example of this trend.

Generally speaking, a dissertation is judged as to whether it makes an original and unique contribution to scholarship. Lesser projects (a master’s thesis, for example) are judged by whether they demonstrate mastery of available scholarship in the presentation of an idea.[dubious  discuss]

The required complexity or quality of research of a thesis may vary significantly among universities or programs.

Thesis examinations[edit]

One of the requirements for certain advanced degrees is often an oral examination (called a viva voce examination or just viva in the UK and certain other English-speaking countries). This examination normally occurs after the dissertation is finished but before it is submitted to the university, and may comprise a presentation (often public) by the student and questions posed by an examining committee or jury. In North America, an initial oral examination in the field of specialization may take place just before the student settles down to work on the dissertation. An additional oral exam may take place after the dissertation is completed and is known as a thesis defense or dissertation defense, which at some universities may be a mere formality and at others may result in the student being required to make significant revisions.

Examination results[edit]

The result of the examination may be given immediately following deliberation by the examination committee (in which case the candidate may immediately be considered to have received their degree), or at a later date, in which case the examiners may prepare a defense report that is forwarded to a Board or Committee of Postgraduate Studies, which then officially recommends the candidate for the degree.

Potential decisions (or “verdicts”) include:

  • Accepted/pass with no corrections.

The thesis is accepted as presented. A grade may be awarded, though in many countries PhDs are not graded at all, and in others, only one of the theoretically possible grades (the highest) is ever used in practice.

  • The thesis must be revised.

Revisions (for example, correction of numerous grammatical or spelling errors; clarification of concepts or methodology; an addition of sections) are required. One or more members of the jury or the thesis supervisor will make the decision on the acceptability of revisions and provide written confirmation that they have been satisfactorily completed. If, as is often the case, the needed revisions are relatively modest, the examiners may all sign the thesis with the verbal understanding that the candidate will review the revised thesis with their supervisor before submitting the completed version.

  • Extensive revision required.

The thesis must be revised extensively and undergo the evaluation and defense process again from the beginning with the same examiners. Problems may include theoretical or methodological issues. A candidate who is not recommended for the degree after the second defense must normally withdraw from the program.

  • Unacceptable.

The thesis is unacceptable and the candidate must withdraw from the program. This verdict is given only when the thesis requires major revisions and when the examination makes it clear that the candidate is incapable of making such revisions.

At most North American institutions the latter two verdicts are extremely rare, for two reasons. First, to obtain the status of doctoral candidates, graduate students typically pass a qualifying examination or comprehensive examination, which often includes an oral defense. Students who pass the qualifying examination are deemed capable of completing scholarly work independently and are allowed to proceed with working on a dissertation. Second, since the thesis supervisor (and the other members of the advisory committee) will normally have reviewed the thesis extensively before recommending the student to proceed to the defense, such an outcome would be regarded as a major failure not only on the part of the candidate but also by the candidate’s supervisor (who should have recognized the substandard quality of the dissertation long before the defense was allowed to take place). It is also fairly rare for a thesis to be accepted without any revisions; the most common outcome of a defense is for the examiners to specify minor revisions (which the candidate typically completes in a few days or weeks).

At universities on the British pattern it is not uncommon for theses at the viva stage to be subject to major revisions in which a substantial rewrite is required, sometimes followed by a new viva. Very rarely, the thesis may be awarded the lesser degree of M.Phil (Master of Philosophy) instead, preventing the candidate from resubmitting the thesis.

Australia[edit]

In Australia, doctoral theses are usually examined by three examiners although some, like the Australian Catholic University and the University of New South Wales, have shifted to using only two examiners; without a live defense except in extremely rare exceptions. In the case of a master’s degree by research the thesis is usually examined by only two examiners. Typically one of these examiners will be from within the candidate’s own department; the other(s) will usually be from other universities and often from overseas. Following submission of the thesis, copies are sent by mail to examiners and then reports sent back to the institution.

Similar to a master’s degree by research thesis, a thesis for the research component of a master’s degree by coursework is also usually examined by two examiners, one from the candidate’s department and one from another university. For an Honours year, which is a fourth year in addition to the usual three-year bachelor’s degree, the thesis is also examined by two examiners, though both are usually from the candidate’s own department. Honours and Master’s theses sometimes require an oral defense before they are accepted.

Germany[edit]

In Germany, a thesis is usually examined with an oral examination. This applies to almost all DiplomMagister, master’s and doctoral degrees as well as to most bachelor’s degrees. However, a process that allows for revisions of the thesis is usually only implemented for doctoral degrees.

There are several different kinds of oral examinations used in practice. The Disputation, also called Verteidigung (“defense”), is usually public (at least to members of the university) and is focused on the topic of the thesis. In contrast, the Rigorosum is not held in public and also encompasses fields in addition to the topic of the thesis. The Rigorosum is only common for doctoral degrees. Another term for an oral examination is Kolloquium, which generally refers to a usually public scientific discussion and is often used synonymously with Verteidigung.

In each case, what exactly is expected differs between universities and between faculties. Some universities also demand a combination of several of these forms.

Malaysia[edit]

Like the British model, the PhD or MPhil student is required to submit their theses or dissertation for examination by two or three examiners. The first examiner is from the university concerned, the second examiner is from another local university and the third examiner is from a suitable foreign university (usually from Commonwealth countries). The choice of examiners must be approved by the university senate. In some public universities, a PhD or MPhil candidate may also have to show a number publications in peer reviewed academic journals as part of the requirement. An oral viva is conducted after the examiners have submitted their reports to the university. The oral viva session is attended by the Oral Viva chairman, a rapporteur with a PhD qualification, the first examiner, the second examiner and sometimes the third examiner.

Branch campuses of British, Australian and Middle East universities in Malaysia use the respective models of the home campuses to examine their PhD or MPhil candidates.

Philippines[edit]

In the Philippines, a thesis is followed by an oral defense. In most universities, this applies to all bachelor, master, and doctorate degrees. However, the oral defense is held in once per semester (usually in the middle or by the end) with a presentation of revisions (so-called “plenary presentation”) at the end of each semester. The oral defense is typically not held in public for bachelor and master oral defenses, however a colloquium is held for doctorate degrees.

Portugal[edit]

In Portugal, a thesis is examined with an oral defense, which includes an initial presentation by the candidate followed by an extensive questioning/answering period.

North America[edit]

In North America, the thesis defense or oral defense is the final examination for doctoral candidates, and sometimes for master’s candidates.

The examining committee normally consists of the thesis committee, usually a given number of professors mainly from the student’s university plus their primary supervisor, an external examiner (someone not otherwise connected to the university), and a chair person. Each committee member will have been given a completed copy of the dissertation prior to the defense, and will come prepared to ask questions about the thesis itself and the subject matter. In many schools, master’s thesis defenses are restricted to the examinee and the examiners, but doctoral defenses are open to the public.

The typical format will see the candidate giving a short (20–40-minute) presentation of their research, followed by one to two hours of questions.

At some U.S. institutions, a longer public lecture (known as a “thesis talk” or “thesis seminar”) by the candidate will accompany the defense itself, in which case only the candidate, the examiners, and other members of the faculty may attend the actual defense.

Russia and Ukraine[edit]

A student in Russia or Ukraine has to complete a thesis and then defend it in front of their department. Sometimes the defense meeting is made up of the learning institute’s professionals and sometimes the students peers are allowed to view or join in. After the presentation and defense of the thesis, the final conclusion of the department should be that none of them have reservations on the content and quality of the thesis.

A conclusion on the thesis has to be approved by the rector of the educational institute. This conclusion (final grade so to speak) of the thesis can be defended/argued not only at the thesis council, but also in any other thesis council of Russia or Ukraine.

Spain[edit]

The former Diploma de estudios avanzados (DEA) lasted two years and candidates were required to complete coursework and demonstrate their ability to research the specific topics they have studied. From 2011 on, these courses were replaced by academic Master’s programmes that include specific training on epistemology, and scientific methodology. After its completion, students are able to enroll in a specific PhD programme (programa de doctorado) and begin a dissertation on a set topic for a maximum time of three years (full-time) and five years (part-time). All students must have a full professor as an academic advisor (director de tesis) and a tutor, who is usually the same person.

A dissertation (tesis doctoral), with an average of 250 pages, is the main requisite along with typically one previously published journal article. Once candidates have published their written dissertations, they will be evaluated by two external academics (evaluadores externos) and subsequently it is usually exhibited publicly for fifteen natural days. After its approval, candidates must defend publicly their research before a three-member committee (tribunal) with at least one visiting academic: chair, secretary and member (presidentesecretario y vocal).

A typical public Thesis Defence (defensa) lasts 45 minutes and all attendants holding a doctoral degree are eligible to ask questions.

United Kingdom, Ireland and Hong Kong[edit]

In Hong Kong, Ireland and the United Kingdom, the thesis defense is called a viva voce (Latin for “by live voice”) examination (viva for short). A typical viva lasts for approximately 3 hours, though there is no formal time limit. Involved in the viva are two examiners and the candidate. Usually, one examiner is an academic from the candidate’s own university department (but not one of the candidate’s supervisors) and the other is an external examiner from a different university. Increasingly, the examination may involve a third academic, the ‘chair’; this person, from the candidate’s institution, acts as an impartial observer with oversight of the examination process to ensure that the examination is fair. The ‘chair’ does not ask academic questions of the candidate.[19]

In the United Kingdom, there are only two or at most three examiners, and in many universities the examination is held in private. The candidate’s primary supervisor is not permitted to ask or answer questions during the viva, and their presence is not necessary. However, some universities permit members of the faculty or the university to attend. At the University of Oxford, for instance, any member of the University may attend a DPhil viva (the University’s regulations require that details of the examination and its time and place be published formally in advance) provided they attend in full academic dress.[20]

Submission[edit]

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A submission of the thesis is the last formal requirement for most students after the defense. By the final deadline, the student must submit a complete copy of the thesis to the appropriate body within the accepting institution, along with the appropriate forms, bearing the signatures of the primary supervisor, the examiners, and in some cases, the head of the student’s department. Other required forms may include library authorizations (giving the university library permission to make the thesis available as part of its collection) and copyright permissions (in the event that the student has incorporated copyrighted materials in the thesis). Many large scientific publishing houses (e.g. Taylor & FrancisElsevier) use copyright agreements that allow the authors to incorporate their published articles into dissertations without separate authorization.

Failure to submit the thesis by the deadline may result in graduation (and granting of the degree) being delayed. At most U.S. institutions, there will also be various fees (for binding, microfilming, copyright registration, and the like), which must be paid before the degree will be granted.

Once all the paperwork is in order, copies of the thesis may be made available in one or more university libraries. Specialist abstracting services exist to publicize the content of these beyond the institutions in which they are produced. Many institutions now insist on submission of digitized as well as printed copies of theses; the digitized versions of successful theses are often made available online.

I am looking for someone to do a 4-6 Page Research Paper (APA) Format on a Theologian Barbara Brown Taylor. The paper needs to be in 3 sections as follows: Section 1: Biography Section 2: 2 to 3 pages explaining what contributions Barbara Brown Taylor made to Theology. Section 3: Final Section is reflections of Barbara Brown Taylor’s Life.

I am looking for someone to do a 4-6 Page Research Paper (APA) Format on a Theologian Barbara Brown Taylor. The paper needs to be in 3 sections as follows:

Section 1: Biography

Section 2: 2 to 3 pages explaining what contributions Barbara Brown Taylor made to Theology.

Section 3: Final Section is reflections of Barbara Brown Taylor’s Life.