student center thesis

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Architectural Design - Student Center

A Proposed Student Center at IIT Mandi

Related Papers

A study of ecology in design education. A curriculum competition. Mark DeKay and Ted Shelton from the University of Tennessee won the top award.

Edwin Rodriguez-Ubinas

Analysis of the Second edition of Solar Decathlon Europe and the houses that participated in this edition. The Solar Decathlon Europe, following the objectives of the European Directives, challenges universities from all over the world to design, build and operate sustainable Zero Energy Houses. The objectives of SDE included science, education, and social awareness. During the final phase of the SDE 2012 competition, each participating team assembled their house in Madrid at the competition site, named ‘Villa Solar’. /// Publication Director: Sergio Vega Sánchez, Javier Serra María Tomé Editorial Coordination: Mónica Almagro Corpas, María Porteros Mañueco Advisory Board: Edwin Rodríguez-Ubiñas Graphic Design: Cristina Navas Perona, Elena Almagro Corpas Layout: Vanesa León García English translation: Participating Universities, María Porteros Mañueco Proofreading of English text: Ana Momplet Chico Photography: Solar Decathlon Europe 2012 / I+D+Art

Nitesh Kumar

this is help for b.arch student

Qazi M Arif

Mattis Mussault

For many centuries the Japanese people have learned to live with their climate by developing adaptive behaviours and sustainable architectural features. During their cold winters, they warm small amount of spaces to avoid energy losses and in the warm humid seasons they largely open the envelope and partitions to maximise the air flow. This vernacular architecture is well known by western designers and touists from the world. With the last century’s conflicts and following rapid economic growth, those principles have been replaced by energy consuming constructions and maintenance systems, reflected by high fossil fuel imports, the pre-2011 nuclear power dependence and the state-of-the-art technology industry. The massive use of air-conditioning and its resulting waste heat is the one of the main cause of the urban heat island effect. This effect have increased Tokyo’s temperature by 3 degrees Celsius since the last hundred years, and is not only responsible for human discomfort and health issues, but also for increasing cooling loads and climatic disruptions. This naturally leads into the global interest of dealing with the urban heat island effect and building cooling strategies, but unequal considerations are given within the office building sector. Implemented in the small scale building typology, passive strategies such as natural ventilation inspired by the vernacular traditions and tolerant adaptive opportunities could help in greatly reducing microclimatic anomalies, as well as giving a stronger identity to the Japanese built environment.

Isaac A . Meir

Bashir Kazimee

Mary R Thiek

sowmiya tommy

hatem shaaban

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

Aksel Mansouri

Ossama Omar

Giancarlo Rodriguez

Johannes Scholz

Ancy Mariya

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• < Previous

Home > Colleges and Schools > Education > ELWD > ETDs > 115

Educational Leadership & Workforce Development Theses & Dissertations

Green student centers' influence on the campus environment.

Krista L. Harrell , Old Dominion University

Date of Award

Document type.

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Educational Foundations & Leadership

Program/Concentration

Higher Education

Committee Director

Dana Burnett

Committee Member

Alan Schwitzer

Nathan Lindsay

Green building and design is an emerging trend in institutions of higher education. It is important to consider the practices and expectations of the users of green buildings. The attitudes of faculty, staff, and students play a key role in the overall successful performance of green buildings. This study offers direction for the intentional design and use of green student centers as influential facets of the total environment on college campuses. The research presents cases of how green student center design may be connected to environmental attitudes. This qualitative study examined to what degree three green student centers influence and impact the campus environment. Strange and Banning's three-dimensional matrix and a modified version of the Salter Environmental Type Assessment (SETA) Form C were used to collect data to inform this study. A collective case study analysis examined green student centers at three campuses. Individual interviews, focus groups, and document review were administered. This information may help advance green initiatives related to student-oriented operations, practices and policies, and subsequently influence universities' strategic goals, master plans, and missions.

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

10.25777/6fmc-t384

9781267890474

Recommended Citation

Harrell, Krista L.. "Green Student Centers' Influence on the Campus Environment" (2012). Doctor of Philosophy (PhD), Dissertation, Educational Foundations & Leadership, Old Dominion University, DOI: 10.25777/6fmc-t384 https://digitalcommons.odu.edu/efl_etds/115

Since July 12, 2019

Included in

Environmental Design Commons , Higher Education Commons

Advanced Search

• Notify me via email or RSS
• Collections
• Disciplines
• Author Guidelines
• ELWD Website
• Other Digital Collections
• ODU Libraries
• Old Dominion University

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

Graduate Alumni Resources | New Student Information & Resources  | Summer Hours

Utility Navigation

• New Students
• Graduate Organizations
• Graduate Alumni

Secondary Nav Penn GSC

• Your Space on Campus
• Support Our Work

Primary Nav Penn GSC

• Resource Guide
• Funding and Finances
• Navigating the Academy
• Graduate Student Life

Drawer Menu Penn GSC

• Back to main menu
• Join Our Team
• Accessibility
• Grad Center Spaces
• Reserve a Room
• Building Hours
• Mission and Vision
• Engage with Us
• Grad Center Advising and Support
• Penn Grad News
• About & Submissions
• New Student Orientation Hub
• For International Students
• Online Sessions for New Students
• Student Accounts & Technology
• Diversity, Equity, and Inclusion
• Campus Activities
• Graduate Student Groups
• Conduct and Safety
• Living in Philadelphia
• Safety and Campus Conduct
• Funding & Finances
• Alumni Resources
• Graduate Grants
• Graduate Emergency Fund
• Insurance Grants for PhD Students
• PhD Family Grants
• Dissertation Boot Camp
• Writing Groups
• Writers Rooms and Retreats
• Highlighted Opportunities
• About the Fontaine Society
• Resources for Current Fellows
• Fontaine News
• Teaching and Mentoring
• Resources & Support
• Language Programs
• Community Impact Fund
• Graduate Leadership Awards

Thesis and Dissertation Support

Basic page sidebar menu penn gsc.

The Grad Center is here to help you get started, make steady progress, and complete your thesis or dissertation on time. 

Workshops and Events 

Writing Programs and Support 

Penn Three Minute Thesis (3MT)

Thesis and Dissertation Resources

We offer workshops and information sessions throughout the year designed to support productive research, writing, and degree completion.  

Popular workshops include: 

Publishing Workshop Series  Curious about publishing but not sure where to start? Join the library staff and the Graduate Student Center for workshops on different aspects of the publishing process!

Reference Management Tools  Reference management software can save researchers considerable time and energy in compiling and formatting references for publications. One-hour workshop demonstrating the most widely-used citation management tools. 

Setting Writing Goals We recognize that depending on where you are in your Masters, PhD, or professional program, it may be challenging to find the motivation to write or to establish a routine that is balanced with your personal tasks and obligations. Join the Weingarten Center and Graduate Student Center for our writing goals workshops to learn effective strategies for setting and keeping clear, achievable writing goals and a balanced schedule. 

See all upcoming events

Whether you need intensive writing time or are looking for ongoing writing motivation and feedback, we work with campus partners to provide range of academic writing support. 

Dissertation Boot Camp   Looking for an environment where you can focus solely on writing your dissertation? The Graduate Student Center's popular Dissertation Boot Camp is your two-week writers' retreat. Dissertation Boot Camp was  created at Penn in 2005  to help students progress through the difficult writing stages of the dissertation process. By offering an environment and support for intense, focused writing time, the Camp provides participants with the structure and motivation to overcome typical roadblocks in the dissertation process.   Boot Camp is a two-week long, bi-annual event.  Drop-in Writing Consultations   Weekly drop-in writing consultations with experts from the  Weingarten Center , held throughout the academic year. Weingarten staff can discuss work at every stage, and help you move past difficult roadblocks in the process. Writing Accountability Groups  Whether you’re working on a dissertation, journal article, or other writing project, forming a group with other students working on writing projects is a great way to help one another make progress and meet deadlines, by providing accountability and encouragement along the way. Check out our resources for existing writing groups or fill out the group matching form below and we will help connect you with a writing group or partner!  Writers Retreats & Graduate Writers Rooms  The Grad Center collaborates with campus partners to provide graduate students with the space, structure, and encouragement to make progress towards completing major research-related writing projects. 

See all Academic Writing Programs

Penn Libraries : Offers a great many  workshops  to help in the research and dissertation process. In addition,  subject librarians  are standing by to support teaching, research, and learning. The  Using Electronic Resources  guide provides information on accessing e-resources, optimal browser settings, as well as common connection problems and solutions. They also maintain lists of free or reduced-price  online journals & ebooks  and  streaming video ! 

Office of Regulatory Affairs : Helps to assure that all research conducted at Penn honors Penn's standards for the treatment of people and animals .

Office of the Vice Provost for Research : Provides information on funding opportunities and links to graduate student resources.

Penn Electronic Research Administration (PennERA) : PennERA is a full life-cycle system for research project development, support, and management.

Weigle Information Commons : Supports study groups and collaborative learning and offers training, equipment, and support for digital media. Several support services are provided for students as they work to improve their effectiveness in writing, speaking, and original inquiry. 

Research Tools and Websites  

Penn Libraries guide to  Statistical Software  

Bibliomania : Provides free online literature with more than 2000 classic texts.

Elements of Style Online book : the classic reference book for all writers.

Library of Congress Online research center : provides free educational materials including access to the Library of Congress archives.

Bibliographic & Reference Management Software

BiblioScape : Free Download

Endnote  works well for the health sciences and for large collections of articles, despite some technical and installation issues. Available for a discount at  Penn Computer Connection

Mendeley  is a cloud-based proprietary system that includes Facebook-style social networking, PDF annotation, a platform for self-promotion and crowd-sourcing of citations and annotations. Mendeley has a wide range of functionality but suffers from performance and accuracy issues.

RefWorks  is a stable, well-established platform, but has limitations in terms of working with PDF files. Provided by and integrated with the  Penn Library

Zotero  is an open-source software program that is notable for its ease of use, its ability to grab screenshots, and its capabilities for archiving website content for local storage.

For more details and a handy comparison chart, check out the Penn Libraries'  Citation Management Tools Guide . 

Print Resources  

Wayne C. Booth, Joseph M. Williams, Gregory G. Colomb,  The Craft of Research, Third Edition  (Chicago Guides to Writing, Editing, and Publishing), (Chicago: U of Chicago Press, 2008)

Carol M. Roberts,  The Dissertation Journey: A Practical and Comprehensive Guide to Planning, Writing, and Defending Your Dissertation  (Thousand Oaks, CA: Corwin Press, 2004) -  Google Books

Kiel Erik Rudestam, Rae R. Newton,  Surviving Your Dissertation: A Comprehensive Guide to Content and Process  (Thousand Oaks, CA: Sage Publications, 2007) -  Google Books

Dissertation Process

Writing and revising .

The Weingarten Center provides writing consultations to help you organize and make progress on your writing through their Learning Consultations.

LaTeX Fundamentals Tutorials from Penn Libraries: If you're new to using LaTeX to format your thesis or dissertation, check out these short video tutorials from Penn Libraries that include examples and practice exercises!

Defending your Thesis/Dissertation 

Preparing for the Oral Defense of the Dissertation by Marianne Di Pierro  (PDF, opens in new tab)

CWiC : Provides courses and workshops for students to improve speaking abilities.

Productivity

PhinisheD : Discord server group for people working on their dissertations.

Print Resources 

Joan Bolker,  Writing Your Dissertation in Fifteen Minutes a Day: A Guide to Starting, Revising, and Finishing Your Doctoral Thesis  (New York: Holt, 1998) -  Google Books

Sonja Foss and William Waters,  Destination Dissertation: A Traveler's Guide to a Done Dissertation (Lanham, MD: Rowman and Littlefield, 2007) -  Google Books

Jane Burka with Lenora M. Yuen,  Procrastination: Why You Do It, What to Do About It Now  (Cambridge, Mass: Da Capo Lifelong Books, 2008)

Guidelines and Policies

Most academic polices and procedures at Penn are school-based. Students should consult with their school or graduate group with questions or for help in understanding academic policies and procedures.

See our complete list of academic policies in our resource guide or search for university policies by topic in the Graduate Catalog .

Academic Rules for Research Programs

• Academic Rules for PhD Programs
• Academic Rules for Research Master's Programs

Academic Integrity All members of the Penn Community are responsible for upholding the highest standards of honesty and complying Code of Academic Integrity  at all times. 

• Guides on how to properly cite materials included in your document

Research Policies and Guidelines

• Fairness of Authorship Credit in Collaborative Faculty-Student Publications for PhD, AM, and MS Students
• Guidelines for Research in the Community
• Guidelines for Student Protection in Sponsored Research Projects
• Patent and Tangible Research Property Policies and Procedures
• Policy Regarding Human Subject Research in the Sociobehavioral Sciences
• Procedures Regarding Misconduct in Research for Nonfaculty members of the Research Community

Leaves of Absence PhD students will be granted a leave of absence for military duty, medical reasons, or  family leave ; any of these may require documentation. Read more in the PhD Student Leave of Absence Policy .

Dissertation Guides The University's requirements for preparing, formatting, and submitting the dissertation are documented on the Provost's Graduate Degrees website . The website also includes helpful resources, a graduation calendar and checklist, and links to external resources. 

Submission and Graduation

Preparing and filing your thesis/dissertation are the key final steps leading to the awarding of your degree. 

Preparation and Formatting 

University Style Guide for Master's Theses

Dissertation Formatting Guide  (DOCX, opens a download window) The University's requirements for preparing, formatting, and submitting the dissertation are documented in the Dissertation Formatting Guide. The manual also includes helpful resources, a graduation calendar and checklist, and links to external resources. 

Graduation Requirements

The  Office of the Provost  oversees the graduation process for all PhD and Research Master's degrees as well as PhD dissertation and research master’s thesis deposits . The University of Pennsylvania confers degrees in May, August, and December. Commencement and diploma ceremonies are held in May.

Degree candidates must apply to graduate by the date listed in the  Graduation Calendar  to be eligible for the conferral of their degree and issuance of their diploma in a given term. The specific deadlines for deposit and graduation for each degree term are listed in the  Graduation Calendar .

Please note  the deadline to complete all degree requirements and sign up for graduation is several weeks in advance of the graduation date.  

Dissertation Submission At the University of Pennsylvania, each doctoral student presents the dissertation publicly, defends it, and, with the approval of the dissertation committee, submits the final manuscript for publication.

To successfully deposit a PhD dissertation, the University's requirements for formatting the dissertation must be followed, per the  Dissertation Formatting Guide (DOCX, opens a download window) . Research Master's students must follow the Master's Thesis Style Guide . Please read the Formatting FAQs for assistance with formatting your work, as proper formatting may take more time than you anticipate. 

Additional Resources

Penn resources and support.

Office of Student Disabilities Services : Provides comprehensive, professional services and programs for students with disabilities.

Weingarten Center : Offers instruction in academic reading, writing, and study strategies.  The Weingarten Center offers access to  academic support resources  and advising. Students can schedule 50-minute virtual or in-person meetings or sign up for 25-minute virtual or in-person drop-in sessions with a learning instructor  via the MyWeingartenCenter portal  to discuss their study strategies and approaches to a variety of academic assignments and assessments.

Counseling Services : Offers counseling and graduate student specific support groups.

Funding your research : Visit our Graduate Funding page 

Graduate Group Review Student Feedback Form Graduate Groups are periodically reviewed by the Graduate Council of the Faculties (GCF) in order to identify strengths and weaknesses within each program, and to recommend any changes that may help to improve the Graduate Group. This feedback form is intended to solicit general information and impressions about your graduate school experiences to share with GCF. If there is a specific incident you would like to report, please use the University’s  Bias Incident Reporting Form .

Global Resources

Penn Global  Before going abroad for academic work, be sure to check out Penn Global's International Travel Guidance page, which provides help during an emergency abroad, research concerns when abroad, travel arrangements, visa information and more. Be sure to register your trip  to stay connected to Penn resources in the event of an emergency and pre-authorize any necessary medical insurance coverage. 

Perry World House  Perry World House at the University of Pennsylvania (PWH) is a global policy research center that aims to advance interdisciplinary, policy-relevant research on the world’s most urgent global affairs challenges. At a time of increasing ideological division and highly politicized of policymaking, PWH draws on the wide range of expertise found across Penn’s 12 Schools, connecting Penn with policymakers, practitioners, and researchers from around the world to develop and advance innovative policy proposals.  

Penn Biden Center for Diplomacy and Global Engagement  The Penn Biden Center for Diplomacy and Global Engagement at the University of Pennsylvania is founded on the principle that a democratic, open, secure, tolerant, and interconnected world benefits all Americans. Based in Washington, D.C., the Penn Biden Center engages more of our fellow citizens in shaping this world, while ensuring the gains of global engagement are widely shared.  

Penn Abroad Penn Abroad serves as the hub for student global opportunities at the University of Pennsylvania. Each year Penn Abroad sends more than 1,000 Penn students to over 50 countries around the world on semester study abroad, summer internships, and embedded Global Seminars. Explore our website to find information about the many global opportunities available to Penn students. 

International Student and Scholar Services International Student and Scholar Services (ISSS) aims to provide immigration assistance as well as a sense of community for the international population at Penn.  In addition to answering your technical questions about immigration, ISSS also offers student programs and leadership opportunities for students, such as Forerunner and the Intercultural Leadership Program (ILP), to foster meaningful engagement throughout their journey with Penn. 

Resources in Print

Robert L. Peters,  Getting What You Came for: The Smart Student's Guide to Earning a Master's or a Ph.D.  (New York: Farrar, Straus and Giroux, 1997)

Emily Toth,  Ms Mentor's New and Ever More Impeccable Advice for Women and Men in Academia   (Philadelphia, U Penn Press, 2008)

Penn's Three Minute Thesis (3MT®) is an annual, university-wide competition for doctoral and research students to develop and showcase their research communication skills through brief, 3-minute presentations. 

Learn more 

Have suggestions for more helpful resources? Let us know !

Graduate Student Center University of Pennsylvania 3615 Locust Walk Philadelphia PA 19104 215-746-6868

[email protected]

Footer Menu

• Penn Provost Education Division
• Valuing Graduate Students

• Northeastern University
• College of Professional Studies
• School of Education
• Education Theses and Dissertations
• Education Doctoral Theses

A student center approach: using systems theory to improve community engagement and belonging.

Your file is being processed

Return to Education Doctoral Theses

While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.  

Broad thesis (arguable, but difficult to support with evidence) 

Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.

This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.  

Arguable thesis with analytical claim 

While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.

This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.  

Arguable thesis with normative claim 

Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.

This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.  

Questions to ask about your thesis 

• Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?  
• Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?  
• Is the thesis complex enough to require a whole essay's worth of argument?  
• Is the thesis supportable with evidence from the text rather than with generalizations or outside research?  
• Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
• picture_as_pdf Thesis

• msstate.edu
• MSU Directory

Graduate Student Center / Thesis and Dissertation Office

The Graduate Student Center / Thesis and Dissertation Office, located on the first floor of Mitchell Memorial Library, reviews theses and dissertations for formatting compliance based on the standards required by Mississippi State University. Our review process begins after your committee has approved all content within your document.

We offer workshops and consultations, both face-to-face and online, to help alleviate confusion and to make this process more bearable. You can find a list of our workshops below as well as contact information. Feel free to call or email to set up a consultation or to ask questions!

We look forward to helping you in the final stages of your thesis or dissertation process!

Related Links

• Standards for preparing theses and dissertations
• Survival Skills for Graduate Students
• Frequently Asked Questions
• MSU English Department's Writing Center (662-325-1045)
• Office of the Graduate School
• Graduate Faculty
• Office of the Registrar

Upcoming Workshops

Today's hours, contact info.

Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

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 regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

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. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

• Writing Worksheets and Other Writing Resources
• Thesis, Analysis, & Structure

Building a Thesis...

About the slc.

• Our Mission and Core Values

Building A Thesis...From The Ground Up

[Condensed by Angela Jeng, (Student Learning Center, UC Berkeley, 2008)

from the handout "Building a Thesis...From the Ground Up," developed by the UC Berkeley Department of English]

Relates 2nd story thesis to the bigger picture, explains its significance—why it is important—and sets it in a new context. Open out to a wider view. It is the answer you get when you ask of a 2-story thesis, “So what?” A person reading such a thesis thinks, “I see why this argument matters.” However, be careful not to make a bigger claim than you are able to substantiate.

Interprets; gives point of view on; and/or adds controversy to the facts of the first story. It takes a position on the facts which is not obvious, a position that a reasonable person could disagree with. (Arguable) A person reading such a thesis thinks, “That’s an interesting point of view. Now prove it to me.” This does not mean the thesis has to be absurd; rather, it means to take one position out of a number of possible positions.

Describes the topic; gives the facts; makes an observation. Observations are non-controversial, i.e., no reasonable person would disagree with them. A person reading such a thesis thinks, “Yes, this is true.” 

1st story : Conrad uses imagery of light and dark in Heart of Darkness.

2nd story : Conrad uses imagery of light and dark in Heart of Darkness to represent the contrast between civilization and savagery.

3rd story : Conrad uses imagery of light and dark in Heart of Darkness to represent the contrast between civilization and savagery, ultimately suggesting that civilization and savagery are less matters of the state of a culture than the state of an individual’s mind.

[Adapted by Angela Jeng, (Student Learning Center, UC Berkeley, 2008)

from the handout “Thesis Activity (Fairytale Thesis),” developed by Luisa Giulianetti,

Student Learning Center, UC Berkeley, 1998]

• Not a self-evident statement or well-known fact?
• Gives readers an idea of the general direction of my paper and the evidence I will provide?
• A complete sentence, not a fragment?
• Not worded as a question?
• Neither too broad nor too specific?
• Does not contain elements which are extraneous or irrelevant to my paper?
• Avoids phrases like I think and in my opinion, which weaken my argument?
• Gives me something to prove, back up, and develop?

© 2008 UC Regents

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

How To Use the Dissertation and Thesis Center

Main navigation.

Looking for something else? Visit the Dissertation and Theses page.

The online Dissertation & Thesis Center in Axess is currently available to PhD, JSD, DMA, and Engineer degree students only.

If you are a master's degree student, and need to submit a master's thesis or master thesis signature pages, you will need to do so through your department.

Steps to Access the Dissertation and Thesis Center

Before you can access the Center, you must apply to graduate and enroll in the program you are submitting. The submission portal opens on the first day of instruction each quarter.  For submission deadlines, pleases see Deadlines by Quarter .

• Log on to Axess
• Select the "My Academics" tab, and then click on “Dissertation and Thesis Center”

Steps to Complete on the Submission Page

After completing the six steps, you may click on Step 7, which is the "Submit to Registrar" button, and finish submitting the D.M.A. final project, Engineer thesis, or doctoral dissertation.

Important Note: Once approved by the university, submissions are considered final, and you are not allow to re-submit, change or modify your dissertation or thesis in anyway. 

Students are not allowed to submit in Axess, then reapply to graduate and resubmit at a later time, during a future quarter. Since the D.M.A. final project, dissertation, or thesis must be submitted during the quarter in which you graduate, please speak with your department's Student Services Officer if you are still deciding when to graduate.

Open Access Theses and Dissertations

Thursday, April 18, 8:20am (EDT): Searching is temporarily offline. We apologize for the inconvenience and are working to bring searching back up as quickly as possible.

Advanced research and scholarship. Theses and dissertations, free to find, free to use.

Advanced search options

Browse by author name (“Author name starts with…”).

Find ETDs with:

Written in any language English Portuguese French German Spanish Swedish Lithuanian Dutch Italian Chinese Finnish Greek Published in any country US or Canada Argentina Australia Austria Belgium Bolivia Brazil Canada Chile China Colombia Czech Republic Denmark Estonia Finland France Germany Greece Hong Kong Hungary Iceland India Indonesia Ireland Italy Japan Latvia Lithuania Malaysia Mexico Netherlands New Zealand Norway Peru Portugal Russia Singapore South Africa South Korea Spain Sweden Switzerland Taiwan Thailand UK US Earliest date Latest date

Sorted by Relevance Author University Date

Only ETDs with Creative Commons licenses

Results per page: 30 60 100

October 3, 2022. OATD is dealing with a number of misbehaved crawlers and robots, and is currently taking some steps to minimize their impact on the system. This may require you to click through some security screen. Our apologies for any inconvenience.

Recent Additions

See all of this week’s new additions.

About OATD.org

OATD.org aims to be the best possible resource for finding open access graduate theses and dissertations published around the world. Metadata (information about the theses) comes from over 1100 colleges, universities, and research institutions . OATD currently indexes 7,221,548 theses and dissertations.

About OATD (our FAQ) .

Visual OATD.org

We’re happy to present several data visualizations to give an overall sense of the OATD.org collection by county of publication, language, and field of study.

You may also want to consult these sites to search for other theses:

• Google Scholar
• NDLTD , the Networked Digital Library of Theses and Dissertations. NDLTD provides information and a search engine for electronic theses and dissertations (ETDs), whether they are open access or not.
• Proquest Theses and Dissertations (PQDT), a database of dissertations and theses, whether they were published electronically or in print, and mostly available for purchase. Access to PQDT may be limited; consult your local library for access information.

Online Students

For All Online Programs

International Students

On Campus, need or have Visa

Campus Students

For All Campus Programs

What a Thesis Paper is and How to Write One

From choosing a topic and conducting research to crafting a strong argument, writing a thesis paper can be a rewarding experience.

It can also be a challenging experience. If you've never written a thesis paper before, you may not know where to start. You may not even be sure exactly what a thesis paper is. But don't worry; the right support and resources can help you navigate this writing process.

What is a Thesis Paper?

A thesis paper is a type of academic essay that you might write as a graduation requirement for certain bachelor's, master's or honors programs. Thesis papers present your own original research or analysis on a specific topic related to your field.

“In some ways, a thesis paper can look a lot like a novella,” said Shana Chartier , director of information literacy at Southern New Hampshire University (SNHU). “It’s too short to be a full-length novel, but with the standard size of 40-60 pages (for a bachelor’s) and 60-100 pages (for a master’s), it is a robust exploration of a topic, explaining one’s understanding of a topic based on personal research.”

Chartier has worked in academia for over 13 years and at SNHU for nearly eight. In her role as an instructor and director, Chartier has helped to guide students through the writing process, like editing and providing resources.

Chartier has written and published academic papers such as "Augmented Reality Gamifies the Library: A Ride Through the Technological Frontier" and "Going Beyond the One-Shot: Spiraling Information Literacy Across Four Years." Both of these academic papers required Chartier to have hands-on experience with the subject matter. Like a thesis paper, they also involved hypothesizing and doing original research to come to a conclusion.

“When writing a thesis paper, the importance of staying organized cannot be overstated,” said Chartier. “Mapping out each step of the way, making firm and soft deadlines... and having other pairs of eyes on your work to ensure academic accuracy and clean editing are crucial to writing a successful paper.”

How Do I Choose a Topic For My Thesis Paper?

What your thesis paper is for will determine some of the specific requirements and steps you might take, but the first step is usually the same: Choosing a topic.

“Choosing a topic can be daunting," said Rochelle Attari , a peer tutor at SNHU. "But if (you) stick with a subject (you're) interested in... choosing a topic is much more manageable.”

Similar to a thesis, Attari recently finished the capstone  for her bachelor’s in psychology . Her bachelor’s concentration is in forensics, and her capstone focused on the topic of using a combined therapy model for inmates who experience substance abuse issues to reduce recidivism.

“The hardest part was deciding what I wanted to focus on,” Attari said. “But once I nailed down my topic, each milestone was more straightforward.”

In her own writing experience, Attari said brainstorming was an important step when choosing her topic. She recommends writing down different ideas on a piece of paper and doing some preliminary research on what’s already been written on your topic.

By doing this exercise, you can narrow or broaden your ideas until you’ve found a topic you’re excited about. " Brainstorming is essential when writing a paper and is not a last-minute activity,” Attari said.

How Do I Structure My Thesis Paper?

Thesis papers tend to have a standard format with common sections as the building blocks.

While the structure Attari describes below will work for many theses, it’s important to double-check with your program to see if there are any specific requirements. Writing a thesis for a Master of Fine Arts, for example, might actually look more like a fiction novel.

According to Attari, a thesis paper is often structured with the following major sections:

Introduction

• Literature review
• Methods, results

Now, let’s take a closer look at what each different section should include.

Your introduction is your opportunity to present the topic of your thesis paper. In this section, you can explain why that topic is important. The introduction is also the place to include your thesis statement, which shows your stance in the paper.

Attari said that writing an introduction can be tricky, especially when you're trying to capture your reader’s attention and state your argument.

“I have found that starting with a statement of truth about a topic that pertains to an issue I am writing about typically does the trick,” Attari said. She demonstrated this advice in an example introduction she wrote for a paper on the effects of daylight in Alaska:

In the continental United States, we can always count on the sun rising and setting around the same time each day, but in Alaska, during certain times of the year, the sun rises and does not set for weeks. Research has shown that the sun provides vitamin D and is an essential part of our health, but little is known about how daylight twenty-four hours a day affects the circadian rhythm and sleep.

In the example Attari wrote, she introduces the topic and informs the reader what the paper will cover. Somewhere in her intro, she said she would also include her thesis statement, which might be:

Twenty-four hours of daylight over an extended period does not affect sleep patterns in humans and is not the cause of daytime fatigue in northern Alaska .

Literature Review

In the literature review, you'll look at what information is already out there about your topic. “This is where scholarly articles  about your topic are essential,” said Attari. “These articles will help you find the gap in research that you have identified and will also support your thesis statement."

Telling your reader what research has already been done will help them see how your research fits into the larger conversation. Most university libraries offer databases of scholarly/peer-reviewed articles that can be helpful in your search.

In the methods section of your thesis paper, you get to explain how you learned what you learned. This might include what experiment you conducted as a part of your independent research.

“For instance,” Attari said, “if you are a psychology major and have identified a gap in research on which therapies are effective for anxiety, your methods section would consist of the number of participants, the type of experiment and any other particulars you would use for that experiment.”

In this section, you'll explain the results of your study. For example, building on the psychology example Attari outlined, you might share self-reported anxiety levels for participants trying different kinds of therapies. To help you communicate your results clearly, you might include data, charts, tables or other visualizations.

The discussion section of your thesis paper is where you will analyze and interpret the results you presented in the previous section. This is where you can discuss what your findings really mean or compare them to the research you found in your literature review.

The discussion section is your chance to show why the data you collected matters and how it fits into bigger conversations in your field.

The conclusion of your thesis paper is your opportunity to sum up your argument and leave your reader thinking about why your research matters.

Attari breaks the conclusion down into simple parts. “You restate the original issue and thesis statement, explain the experiment's results and discuss possible next steps for further research,” she said.

Find Your Program

Resources to help write your thesis paper.

While your thesis paper may be based on your independent research, writing it doesn’t have to be a solitary process. Asking for help and using the resources that are available to you can make the process easier.

If you're writing a thesis paper, some resources Chartier encourages you to use are:

• Citation Handbooks: An online citation guide or handbook can help you ensure your citations are correct. APA , MLA and Chicago styles have all published their own guides.
• Citation Generators: There are many citation generator tools that help you to create citations. Some — like RefWorks — even let you directly import citations from library databases as you research.
• Your Library's Website: Many academic and public libraries allow patrons to access resources like databases or FAQs. Some FAQs at the SNHU library that might be helpful in your thesis writing process include “ How do I read a scholarly article? ” or “ What is a research question and how do I develop one? ”

It can also be helpful to check out what coaching or tutoring options are available through your school. At SNHU, for example, the Academic Support Center offers writing and grammar workshops , and students can access 24/7 tutoring and 1:1 sessions with peer tutors, like Attari.

"Students can even submit their papers and receive written feedback... like revisions and editing suggestions," she said.

If you are writing a thesis paper, there are many resources available to you. It's a long paper, but with the right mindset and support, you can successfully navigate the process.

“Pace yourself,” said Chartier. “This is a marathon, not a sprint. Setting smaller goals to get to the big finish line can make the process seem less daunting, and remember to be proud of yourself and celebrate your accomplishment once you’re done. Writing a thesis is no small task, and it’s important work for the scholarly community.”

A degree can change your life. Choose your program  from 200+ SNHU degrees that can take you where you want to go.

Meg Palmer ’18 is a writer and scholar by trade who loves reading, riding her bike and singing in a barbershop quartet. She earned her bachelor’s degree in English, language and literature at Southern New Hampshire University (SNHU) and her master’s degree in writing, rhetoric and discourse at DePaul University (’20). While attending SNHU, she served as the editor-in-chief of the campus student newspaper, The Penmen Press, where she deepened her passion for writing. Meg is an adjunct professor at Johnson and Wales University, where she teaches first year writing, honors composition, and public speaking. Connect with her on LinkedIn .

Explore more content like this article

What is the Difference Between Bachelor’s and Master’s Degrees?

Academic Referencing: How to Cite a Research Paper

What is Considered Plagiarism And How to Avoid It

About southern new hampshire university.

SNHU is a nonprofit, accredited university with a mission to make high-quality education more accessible and affordable for everyone.

Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with flexible, career-focused programs . Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our about SNHU  page to learn more about our mission, accreditations, leadership team, national recognitions and awards.

Dissertation and Thesis

Thesis & dissertation formatting process.

To complete your format check submission, you must complete every registration step and fully submit your thesis or dissertation to the website listed below.

Dissertations and theses turned in as a part of the graduation requirements at Loyola University Chicago must be formatted according to the rules laid out in the Format Manual for Theses and Dissertations created by the Graduate School.

Format Check Submission

To ensure that theses/dissertations are formatted correctly, each thesis/dissertation must undergo a format check by the staff of the Graduate School prior to the submission of final copies. You must  electronically  submit your manuscript for a format check to the Graduate School's  ProQuest ETD Administrator  website ON OR BEFORE the published format check deadline for the term in which you expect to receive your degree.

• May degree conferral format check deadline:  March 1st
• August degree conferral format check deadline:  June 1st
• December degree conferral format check deadline:  October 1st

On or before the format check deadline, please also submit the following items as supplemental pdf files to  ProQuest ETD Administrator  (do not submit them by email):

• One electronic copy of your completed, formatted manuscript
• Formatted approval sheet, with your director's name and space for their signature. You will ultimately replace this file with a scanned copy that's been signed by the director after the defense and after all final edits have been made. This form acts as confirmation that your director has read and approved the final copy.
• Extra title page, formatted as described in the Manual
• One extra abstract, formatted as described in the Manual

Final Copy Submission

Once your dissertation has been defended, formatted correctly, and approved by your committee, you will need to electronically submit your final copy to the Graduate School for approval. You will also need to replace the Approval Sheet with a scanned copy that has been signed by your director.

Your final electronic submission must be uploaded ON OR BEFORE the published final electronic copy deadline for the term in which you expect to receive your degree. The final electronic copy deadlines are as follows:

• May degree conferral final electronic copy deadline:  April 1st
• August degree conferral final electronic copy deadline:  July 1st
• December degree conferral final electronic copy deadline:  November 1st

If your materials are complete or inaccurate, the Graduate School will contact you with a list of required corrections. If required corrections are too extensive or take too long to complete, you may not graduate and the Graduate School will not confer your degree. For this reason, please make every effort to format your manuscript correctly, include all of the materials listed above, and to meet the published deadlines. Also, please keep in mind that a dissertation or thesis is only one of your degree requirements, and that the Graduate School will not confer your degree unless you meet all of these requirements.

Students must submit final copies with approved revisions within one semester of a successful defense (e.g., if a student’s defense falls within a Fall semester, their final copies must meet the Spring semester submission deadlines). After one full semester a student may be discontinued and be required to apply for reinstatement (Approved 4 May 2021)

Visit the  for answers to new questions about the electronic submission process.

• Format Manual for Theses and Dissertations  -  Note: The Formatting Manual was updated in September 2022. If you have any questions about the formatting guidelines, or if you need a copy of the former manual, please  email the formatting assistant , Danielle Richards.
• Format Checklist Copy (Clean)
• Formatting Examples

Questions regarding the format check and the final copy submission process should be directed  here .

Information Sessions

The Graduate School hosts two info-sessions each semester about the thesis and dissertation formatting process. Make sure to follow weekly Graduate School Announcements emails for more information.

Publishing Your Work: Thesis and Dissertation Formatting Workshop (Recorded January 14, 2021)

• Instructions for Thesis and Dissertation
• Approval Ballot for Text and Oral Defense

The Thesis/Dissertation Committee Form, Thesis/Dissertation Proposal Ballot, and the Request for Change in Degree-Seeking Status are located in the Graduate Student Progress System at  GSPS . Please log in to submit these forms. Medical Center Biomedical Science Students MUST Use LUHS Forms.

Publication

Before publication:.

LUC's University Libraries:  If relevant articles, book chapters, and books are not accessible through the library's online catalogue, they can be requested through InterLibrary Loan.

Zotero:  No matter what citation format you use, this free citation software can help save and format citations for use in your article.

Scimago Journal & Country Rank:  To find out the ranking of peer-reviewed journals in your particular discipline before you submit, go to this website.

LUC's Writing Center : Make an appointment with a graduate tutor to have your work reviewed at any stage of the writing or revision process. Often an article will be accepted for publication but an editor requires various corrections. An extra pair of eyes can be useful.

After publication:

GSPS:  Make sure to update publications through this LUC site; submitted entries will be reviewed, approved, and recorded by your GPD.

Google Scholar:  Various peer-reviewed articles and publications found on the internet will be linked to the student's account, which can be created by going to this site and clicking on "My Profile."

ORCiD:  Creating a free ORCiD ID will allow peer-reviewed publications to be linked across digital platforms with this persistent signifier.

Publishing conventions vary widely across disciplines; some graduate students may publish as single authors while others, particularly in the sciences, may be one of several authors collaborating on a project and its resulting published study. When seeking peer-reviewed publication opportunities, one of the best methods is to consult with professors in your department about how to publish and locate journals reputable in your field of study.

Besides helping you avoid scams and predatory publishing through their advice, faculty can also provide you with useful information about the publishing process and direct you to discipline-specific online listservs hosting frequent Calls for Papers.

The following list details other publication resources for graduate students:

Browse Econ Literature

• Working papers
• Software components
• Book chapters
• JEL classification

More features

• Subscribe to new research

RePEc Biblio

Author registration.

• Economics Virtual Seminar Calendar NEW!

Some searches may not work properly. We apologize for the inconvenience.

Akademgorodok 2.0 Megaproject: Are Dreams Coming True?

• Author & abstract
• 3 References
• Most related
• Related works & more

Corrections

(Institute of Economics and Industrial Engineering, Siberian Branch, Russian Academy of Sciences)

• Viacheslav Evgenievich Seliverstov

Suggested Citation

Download full text from publisher, references listed on ideas.

Follow serials, authors, keywords & more

Public profiles for Economics researchers

Various research rankings in Economics

RePEc Genealogy

Who was a student of whom, using RePEc

Curated articles & papers on economics topics

Upload your paper to be listed on RePEc and IDEAS

New papers by email

Subscribe to new additions to RePEc

EconAcademics

Blog aggregator for economics research

Cases of plagiarism in Economics

About RePEc

Initiative for open bibliographies in Economics

News about RePEc

Questions about IDEAS and RePEc

RePEc volunteers

Participating archives

Publishers indexing in RePEc

Privacy statement

Found an error or omission?

Opportunities to help RePEc

Get papers listed

Have your research listed on RePEc

Open a RePEc archive

Have your institution's/publisher's output listed on RePEc

Get RePEc data

Use data assembled by RePEc

Madisyn Cummins, Graphic Design

SENIOR THESIS STATEMENT

“THORN” was created on the basics of empowering women. We want to create a bold statement and send a strong message to women around the world. We want them to know that their voices are heard, and we are creating a brand that people will pay attention to. Our focus in creating a name for our brand was to strike back at the world and reclaim being a thorn on the rose. It’s to say that all women are roses but we also all have thorns, and we are tired of being shamed for them and we are now using them to our advantage. We are putting an end to the “Pink Tax” and giving you luxury style hair products at a price you can afford because every woman should be proud of their hair.

Madisyn Cummins was raised in Madison, Mississippi, and attended Delta State University. She had enrolled in college to study digital media arts, but fell in love with graphic design her sophomore year when she took a required graphic design course. She is particularly interested in branding and in helping clients turn a vision of a brand into a reality.

Silas Julian, Painting

Gender dysphoria is the discomfort, disconnect, or distress that people experience when their gender conflicts with the sex assigned at birth or sex-related physical characteristics. As a transgender person, this is something I have personally experienced. I would not define gender dysphoria as simply thinking that you do not look attractive, but rather having a deep, persistent feeling that something is not how it should be. This feeling is often accompanied by the knowledge that you are not truly being seen by others. I think it’s important not only to see your external self aligned with your internal self, but also to feel like other people are seeing the same thing. Some transgender people have coined the word “gender euphoria” to name the unique feelings of validation and joy that come from an alignment of one’s identity with one’s physical attributes and gender presentation. The goal of the term is to bring attention to the highs of being transgender rather than defining it solely by its lows.

While I do believe in the usefulness of gender euphoria as a concept, the hardships of being transgender are still undeniable. Making portraits of people is not going to resolve the systemic issues that transgender people face, but I believe someone seeing art of theirself that reflects their truth can have a profound effect on them. Referencing mood boards that I have had a selection of my transgender friends create, I aim to inspire feelings of gender euphoria in them through customized portraits and the experience of seeing oneself authentically represented.

Gender Euphoria Collection, Max He/They, Acrylic, 24 x 18 x 2 in

Gender Euphoria Collection, Aubrey She/Her, Acrylic, 24 x 18 x 2 in

Gender Euphoria Collection, Audria They/She, Acrylic, 24 x 18 x 2 in

Gender Euphoria Collection, Mace He/They, Acrylic, 24 x 18 x 2 in

Silas Julian is a non-binary artist from the Mississippi Delta. They currently live in Cleveland, MS where they are pursuing their BFA in painting at Delta State University. They are expected to graduate in spring 2021. They have had aspirations for a career in art since they were a child. Their experiences of being an out transgender bisexual in the Deep South has been a central influence in the subject matter of their work and their career goals. Their interests include portraiture, smooth abstracted forms, heavily textured nonrepresentational art, collage, and continuous line art. They have been featured in Delta State University’s Annual Juried Student Exhibition four times where they have received multiple awards. They began their online shop where they sell their art in 2014 and as of 2021 have made over 400 sales. In 2018, they became an artist-in-residence at the Delta Arts Alliance where they have taught various art classes, planned activities, and lead workshops for children in the area. One of their self-portraits will be published in the upcoming second edition of Trans Bodies, Trans Selves (June 2021).

Abigail Killian, Photography

My sustained exploration of the body, as a whole and in parts, looks closely at self-proclaimed eyesores, those areas that we hide from others because we perceive them to be grotesque, embarrassing, or at the least imperfect such as stretch marks, dimpled thighs, love handles, or protruding ribs. Using a diversity of both males and females of different body types and ethnicities, I created abstract composites that are meant to evoke a strong emotional response whether that be anger or compassion.

Abigail Killian was born in Houston, Texas and now lives in Tyler, Texas. She works predominantly in photography and focuses on different methods and techniques of creating images. She does this through digital and darkroom prints. She has participated in juried student exhibitions all throughout the South. Abigail received her Associates of Arts from Tyler Junior College in 2019. She expects to graduate with a Bachelor of Fine Arts with a focus in photography from Delta State University in the spring of 2021.

Because I chose to use such an abstract approach to these images, I emphasized the lines, curves, textures, and forms of the human figures. The internal structure of these abstractions is hugely important for not only the artist but the viewer to have a better understanding of the work.

Ben Martin, Graphic Design

Everyone has heard the saying “starving artist”.  This saying is very true because it is hard for an artists to make a living from their artwork alone. I wanted to make it a little easier for artists to have access to affordable, good quality art supplies.  So, I created the art supply store Baroque.

            Baroque can simply be described as a thrift art supply store. With the starving artist in mind, I wanted to create a store where artists can donate their unused or lightly used art supplies that are in good condition for other artists to purchase.  Baroque offers a wide array of art supplies for almost every type of medium and accepts all supplies that are donated. When the supplies are donated, our skilled artisans examine the condition of the supplies to determine if they can be repackaged and sold in the store. For smaller supplies like paint brushes, Baroque offers a bundle deal where customers can pick what they need from a display of brushes in all different shapes and sizes for a reasonable price.

 “Don’t go broke, shop at Baroque”

Ben Martin is from Corinth, Mississippi located in the northeast corner on Mississippi.  He has had a deep appreciation for art since he was a child.  He earned an Associates of Art degree from Northeast Mississippi Community College and a Bachelors of Fine Arts degree with a concentration in graphic design and a minor in photography from Delta State University. He participated in the juried student exhibitions at NMCC and DSU and received several awards for his work.

Jonathan Pannell, Digital Media

I want to bring people my vision of otherworldly characters, creatures, and the environments they occupy through animation. I not only want to give the viewer a glimpse of these worlds, but fully immerse them into the lives of my creations through fluid movements and believable body language.

I want the worlds I create to allow my audience to temporarily leave behind the things that worry them in their everyday life and escape into a world of fantasy. I want my art to not only spark the viewer’s interest, but to take them on a journey. I am heavily influenced by all the animated movies and video games from my childhood. They were therapeutic for me as a kid and by enjoying them with others, they have allowed me to make strong connections with individuals from different parts of the world that I would have never met otherwise. This is what inspires me to go animate, so that I may pass these experiences on to future generations.

Jonathan Pannell is a digital media artist based in Mississippi. He was born in Tupelo, MS, and has moved around his home state for most of his life. He has enjoyed experimenting with many different mediums, but his focus is primarily in digital media, being fluent in programs such as Photoshop, Illustrator, Blender, and Maya. Jonathan draws much of his inspiration from fiction and creates illustrations and short animations that focus on creatures from fantasy, sci-fi, and stories from mythology.  He has received an Associates in Art from Northeast Mississippi Community College and is currently working on his BFA at Delta State University with a focus in animation. Jonathan has participated in multiple juried student shows at both colleges and has received several awards.

Dacey Sivils, Graphic Design

The goal of Jack and Jill Café is to create an environment that is both whimsical and tranquil. It should provide an inspiring setting for artists or writers and yet peaceful for the readers or people-watchers. The café will be open 24 hours a day to provide even the night owls a safe place to spend time.

The Jack and Jill Café wants to create an environment that resembles an old bookstore or library. It will offer study rooms for groups or individuals to grab a cup of coffee and hit the books.  The aim is to be a place that people of any background can feel safe and inspired.

The inspiration behind Jack and Jill is fairytale stories that we all grew up reading. The café strives to create those same atmospheres that we loved and enjoyed as children. The stories make us dream of grand adventures, create personal worlds, or escape to a safer place.

Billboard for Jack & Jill Café , 2021

Instagram – @jackandjill.cafe

Website – https://daceyjades.wixsite.com/jackandjillcafe

Branding Guide – https://issuu.com/daceyjades/docs/daceyjadesivils_jackandjillcafe_brandingguide

Dacey Jade Sivils is a graphic designer from Bude, MS. She received her Associate in Arts Degree from Copiah-Lincoln Community College in May 2019. She then studied graphic design at Delta State University. She also served as president for the Delta State Chapter of the National Society of Leadership and Success and vice president of the DSU Tea Club. Sivil’s goal is to work as a graphic designer and plans to return to school to work towards her master’s degree in the future.

Tardysha Wilder, Painting

THESIS STATEMENT

My work focuses on plights faced by the African American community. As an African American woman who grew up in the South, I have first-hand experience of issues created by systemic oppression. I want to convey how deeply these issues affect each individual in our community so that the viewer may understand them better. In this series, I highlight how the medical sciences have taken advantage of African American men and women throughout history because of their position in society. Instead of focusing on profitable medical accomplishments, the concern is with those who have suffered – often without consent – at the hands of the medical profession. The men and women have become a means to an end and are soon forgotten about.

Science, Medicine, and the African American Community , Smallpox , Oil on Canvas, 36 x 24 in

Tardysha Wilder is a painter from Cleveland, MS who currently attends Delta State University. She creates art that focuses on the problems faced by the African American community such as police brutality and the separation of families. She creates portraits in vibrant colors that encompass the history of the community.  Her work has been in several group exhibitions in Fielding Wright Art Gallery at Delta State University. She has received a number of awards and scholarships from Delta State University for her academic and artistic accomplishments. She has done a number of commissions for small businesses around Mississippi.

1.800.GO.TO.DSU

Visit Campus  | Campus Map | Visitor Information | Give to Delta State | University Policies | Legislative Updates | Ethics Line | Title IX | Contact Us

• Art Gallery
• Graphic Design
• Photography
• Printmaking
• School of Arts, Humanities, and Social Sciences
• Visit Campus
• Student Affairs
• Alumni & Friends

Quick Links

Around campus.

• Bologna Performing Arts Center
• Wiley Planetarium
• Delta Dining
• Housing & Residence Life
• University Police
• Faculty & Staff Directory
• Visitor Information

Attending Delta State

• Academic Catalog
• Apply to Delta State
• Distance Education
• Financial Aid
• Graduate & Honor Studies
• Registrar’s Office
• Student Business Services
• DSU C.A.R.E.S.
• Consumer Information
• Human Resources
• Jobs at Delta State
• Student Handbook
• Health & Counseling Services
• Technology Support
• Transcript Requests

What’s Happening

• Delta State Announcements
• Delta State Events
• Delta State News
• Office of Communications & Marketing

The University of Chicago The Law School

Innovation clinic—significant achievements for 2023-24.

The Innovation Clinic continued its track record of success during the 2023-2024 school year, facing unprecedented demand for our pro bono services as our reputation for providing high caliber transactional and regulatory representation spread. The overwhelming number of assistance requests we received from the University of Chicago, City of Chicago, and even national startup and venture capital communities enabled our students to cherry-pick the most interesting, pedagogically valuable assignments offered to them. Our focus on serving startups, rather than all small- to medium-sized businesses, and our specialization in the needs and considerations that these companies have, which differ substantially from the needs of more traditional small businesses, has proven to be a strong differentiator for the program both in terms of business development and prospective and current student interest, as has our further focus on tackling idiosyncratic, complex regulatory challenges for first-of-their kind startups. We are also beginning to enjoy more long-term relationships with clients who repeatedly engage us for multiple projects over the course of a year or more as their legal needs develop.

This year’s twelve students completed over twenty projects and represented clients in a very broad range of industries: mental health and wellbeing, content creation, medical education, biotech and drug discovery, chemistry, food and beverage, art, personal finance, renewable energy, fintech, consumer products and services, artificial intelligence (“AI”), and others. The matters that the students handled gave them an unparalleled view into the emerging companies and venture capital space, at a level of complexity and agency that most junior lawyers will not experience until several years into their careers.

Representative Engagements

While the Innovation Clinic’s engagements are highly confidential and cannot be described in detail, a high-level description of a representative sample of projects undertaken by the Innovation Clinic this year includes:

Transactional/Commercial Work

• A previous client developing a symptom-tracking wellness app for chronic disease sufferers engaged the Innovation Clinic again, this time to restructure its cap table by moving one founder’s interest in the company to a foreign holding company and subjecting the holding company to appropriate protections in favor of the startup.
• Another client with whom the Innovation Clinic had already worked several times engaged us for several new projects, including (1) restructuring their cap table and issuing equity to an additional, new founder, (2) drafting several different forms of license agreements that the company could use when generating content for the platform, covering situations in which the company would license existing content from other providers, jointly develop new content together with contractors or specialists that would then be jointly owned by all creators, or commission contractors to make content solely owned by the company, (3) drafting simple agreements for future equity (“Safes”) for the company to use in its seed stage fundraising round, and (4) drafting terms of service and a privacy policy for the platform.
• Yet another repeat client, an internet platform that supports independent artists by creating short films featuring the artists to promote their work and facilitates sales of the artists’ art through its platform, retained us this year to draft a form of independent contractor agreement that could be used when the company hires artists to be featured in content that the company’s Fortune 500 brand partners commission from the company, and to create capsule art collections that could be sold by these Fortune 500 brand partners in conjunction with the content promotion.
• We worked with a platform using AI to accelerate the Investigational New Drug (IND) approval and application process to draft a form of license agreement for use with its customers and an NDA for prospective investors.
• A novel personal finance platform for young, high-earning individuals engaged the Innovation Clinic to form an entity for the platform, including helping the founders to negotiate a deal among them with respect to roles and equity, terms that the equity would be subject to, and other post-incorporation matters, as well as to draft terms of service and a privacy policy for the platform.
• Students also formed an entity for a biotech therapeutics company founded by University of Chicago faculty members and an AI-powered legal billing management platform founded by University of Chicago students.
• A founder the Innovation Clinic had represented in connection with one venture engaged us on behalf of his other venture team to draft an equity incentive plan for the company as well as other required implementing documentation. His venture with which we previously worked also engaged us this year to draft Safes to be used with over twenty investors in a seed financing round.

More information regarding other types of transactional projects that we typically take on can be found here .

Regulatory Research and Advice

• A team of Innovation Clinic students invested a substantial portion of our regulatory time this year performing highly detailed and complicated research into public utilities laws of several states to advise a groundbreaking renewable energy technology company as to how its product might be regulated in these states and its clearest path to market. This project involved a review of not only the relevant state statutes but also an analysis of the interplay between state and federal statutes as it relates to public utilities law, the administrative codes of the relevant state executive branch agencies, and binding and non-binding administrative orders, decisions and guidance from such agencies in other contexts that could shed light on how such states would regulate this never-before-seen product that their laws clearly never contemplated could exist. The highly varied approach to utilities regulation in all states examined led to a nuanced set of analysis and recommendations for the client.
• In another significant research project, a separate team of Innovation Clinic students undertook a comprehensive review of all settlement orders and court decisions related to actions brought by the Consumer Financial Protection Bureau for violations of the prohibition on unfair, deceptive, or abusive acts and practices under the Consumer Financial Protection Act, as well as selected relevant settlement orders, court decisions, and other formal and informal guidance documents related to actions brought by the Federal Trade Commission for violations of the prohibition on unfair or deceptive acts or practices under Section 5 of the Federal Trade Commission Act, to assemble a playbook for a fintech company regarding compliance. This playbook, which distilled very complicated, voluminous legal decisions and concepts into a series of bullet points with clear, easy-to-follow rules and best practices, designed to be distributed to non-lawyers in many different facets of this business, covered all aspects of operations that could subject a company like this one to liability under the laws examined, including with respect to asset purchase transactions, marketing and consumer onboarding, usage of certain terms of art in advertising, disclosure requirements, fee structures, communications with customers, legal documentation requirements, customer service and support, debt collection practices, arrangements with third parties who act on the company’s behalf, and more.

Miscellaneous

• Last year’s students built upon the Innovation Clinic’s progress in shaping the rules promulgated by the Financial Crimes Enforcement Network (“FinCEN”) pursuant to the Corporate Transparency Act to create a client alert summarizing the final rule, its impact on startups, and what startups need to know in order to comply. When FinCEN issued additional guidance with respect to that final rule and changed portions of the final rule including timelines for compliance, this year’s students updated the alert, then distributed it to current and former clients to notify them of the need to comply. The final bulletin is available here .
• In furtherance of that work, additional Innovation Clinic students this year analyzed the impact of the final rule not just on the Innovation Clinic’s clients but also its impact on the Innovation Clinic, and how the Innovation Clinic should change its practices to ensure compliance and minimize risk to the Innovation Clinic. This also involved putting together a comprehensive filing guide for companies that are ready to file their certificates of incorporation to show them procedurally how to do so and explain the choices they must make during the filing process, so that the Innovation Clinic would not be involved in directing or controlling the filings and thus would not be considered a “company applicant” on any client’s Corporate Transparency Act filings with FinCEN.
• The Innovation Clinic also began producing thought leadership pieces regarding AI, leveraging our distinct and uniquely University of Chicago expertise in structuring early-stage companies and analyzing complex regulatory issues with a law and economics lens to add our voice to those speaking on this important topic. One student wrote about whether non-profits are really the most desirable form of entity for mitigating risks associated with AI development, and another team of students prepared an analysis of the EU’s AI Act, comparing it to the Executive Order on AI from President Biden, and recommended a path forward for an AI regulatory environment in the United States. Both pieces can be found here , with more to come!

Innovation Trek

Thanks to another generous gift from Douglas Clark, ’89, and managing partner of Wilson, Sonsini, Goodrich & Rosati, we were able to operationalize the second Innovation Trek over Spring Break 2024. The Innovation Trek provides University of Chicago Law School students with a rare opportunity to explore the innovation and venture capital ecosystem in its epicenter, Silicon Valley. The program enables participating students to learn from business and legal experts in a variety of different industries and roles within the ecosystem to see how the law and economics principles that students learn about in the classroom play out in the real world, and facilitates meaningful connections between alumni, students, and other speakers who are leaders in their fields. This year, we took twenty-three students (as opposed to twelve during the first Trek) and expanded the offering to include not just Innovation Clinic students but also interested students from our JD/MBA Program and Doctoroff Business Leadership Program. We also enjoyed four jam-packed days in Silicon Valley, expanding the trip from the two and a half days that we spent in the Bay Area during our 2022 Trek.

The substantive sessions of the Trek were varied and impactful, and enabled in no small part thanks to substantial contributions from numerous alumni of the Law School. Students were fortunate to visit Coinbase’s Mountain View headquarters to learn from legal leaders at the company on all things Coinbase, crypto, and in-house, Plug & Play Tech Center’s Sunnyvale location to learn more about its investment thesis and accelerator programming, and Google’s Moonshot Factory, X, where we heard from lawyers at a number of different Alphabet companies about their lives as in-house counsel and the varied roles that in-house lawyers can have. We were also hosted by Wilson, Sonsini, Goodrich & Rosati and Fenwick & West LLP where we held sessions featuring lawyers from those firms, alumni from within and outside of those firms, and non-lawyer industry experts on topics such as artificial intelligence, climate tech and renewables, intellectual property, biotech, investing in Silicon Valley, and growth stage companies, and general advice on career trajectories and strategies. We further held a young alumni roundtable, where our students got to speak with alumni who graduated in the past five years for intimate, candid discussions about life as junior associates. In total, our students heard from more than forty speakers, including over twenty University of Chicago alumni from various divisions.

The Trek didn’t stop with education, though. Throughout the week students also had the opportunity to network with speakers to learn more from them outside the confines of panel presentations and to grow their networks. We had a networking dinner with Kirkland & Ellis, a closing dinner with all Trek participants, and for the first time hosted an event for admitted students, Trek participants, and alumni to come together to share experiences and recruit the next generation of Law School students. Several speakers and students stayed in touch following the Trek, and this resulted not just in meaningful relationships but also in employment for some students who attended.

More information on the purposes of the Trek is available here , the full itinerary is available here , and one student participant’s story describing her reflections on and descriptions of her experience on the Trek is available here .

The Innovation Clinic is grateful to all of its clients for continuing to provide its students with challenging, high-quality legal work, and to the many alumni who engage with us for providing an irreplaceable client pipeline and for sharing their time and energy with our students. Our clients are breaking the mold and bringing innovations to market that will improve the lives of people around the world in numerous ways. We are glad to aid in their success in any way that we can. We look forward to another productive year in 2024-2025!

• History & Society
• Science & Tech
• Biographies
• Animals & Nature
• Geography & Travel
• Arts & Culture
• Games & Quizzes
• On This Day
• One Good Fact
• New Articles
• Lifestyles & Social Issues
• Philosophy & Religion
• Politics, Law & Government
• World History
• Health & Medicine
• Browse Biographies
• Birds, Reptiles & Other Vertebrates
• Bugs, Mollusks & Other Invertebrates
• Environment
• Fossils & Geologic Time
• Entertainment & Pop Culture
• Sports & Recreation
• Visual Arts
• Demystified
• Image Galleries
• Infographics
• Top Questions
• Britannica Kids
• Saving Earth
• Space Next 50
• Student Center

Novosibirsk Reservoir

Learn about this topic in these articles:, geography of ob river.

…at Novosibirsk forms the huge Novosibirsk Reservoir. Below Novosibirsk, where the river leaves the region of forest steppe to enter a zone of aspen and birch forest, both valley and floodplain broaden notably until, at the confluence with the Tom River, they are, respectively, 12 and 3 or more miles…