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Master Thesis Library

This library contains a selection of master of science theses written in unu-merit/mgsog mpp programme and supervised by a contributor of the lab @ unu-merit/um., vopálecká,  m. (2020). sustainable housing for european sustainable cities: a fuzzy-set qualitative comparative analysis approach on causal conditions of housing cost overburden rate in urban areas .  unu-merit/mgsog maastricht university,  maastricht, the  netherlands, 92 pages, supervisor:  dr. serdar türkeli, paliukėnaitė a . (2020). the circular economy in european cities: fuzzy-set qualitative comparative analysis . unu-merit/mgsog maastricht university,  maastricht, the  netherlands, 77 pages, supervisor:  dr. serdar türkeli, delporte s.  (2020). social media content design: a tool to engage the youth in circular economy practices . unu-merit/mgsog maastricht university,  maastricht, the  netherlands, 143 pages, supervisor:  dr. serdar türkeli, schmidt c.g. (2018). circular economy: a sustainable alternative for the textile industry , unpublished master’s thesis, unu-merit/mgsog maastricht university, maastricht, the  netherlands, 85 pages,  second reader: dr. pui-hang wong, csúr d . (2018). happiness and eco-innovation in the eu-28: structural equation modelling using partial least squares regression analysis , unpublished master’s thesis, unu-merit/mgsog maastricht university, maastricht, the  netherlands, 153 pages,  second reader: mueid al raee, haddad c. r . (2018).  configurational conditions of circular economic performance in the eu-28: a fuzzy set analysis approach , unpublished master’s thesis, unu-merit/mgsog maastricht university,  maastricht, the  netherlands, 109 pages,  second reader: michelle gonzález amador, schiffer l. (2018) measurement of food loss and waste:  a multi-sectoral argumentative analysis , unpublished master’s thesis, unu-merit/mgsog maastricht university,   maastricht,   the  netherlands,  70 pages,  second reader: bart kleine deters, nyoike w. (2018) status and prospects of alternatives to plastic use in different world regions: case of plastic packaging, unpublished master’s thesis, unu-merit/mgsog maastricht university,   maastricht,   the  netherlands,   89 pages,  second reader: julia reinold, scheren j. (2018) triple helix and united nations sustainable development goals: the case of maastricht university . unpublished master’s thesis, unu-merit/mgsog maastricht university,   maastricht,   the  netherlands,  74 pages,  second reader: julia reinold, van der zwan j . (2018) a qualitative study on the status and prospects of green public procurement in slovakia , unpublished master’s  thesis, unu-merit/mgsog maastricht university,   maastricht,   the  netherlands,   85 pages,  second reader: bart kleine deters, a version is also accessible from: a-id agenda for international development: part (i)  http://www.a-id.org/2018/05/21/2686/   and  part (ii) http://www.a-id.org/2018/10/21/a-qualitative-study-on-the-status-and-prospects-of-green-public-procurement-in-slovakia/, seinen j. (2018) uavs in flood risk management: exploring the potentials and challenges in barbados , unpublished master’s thesis, unu-merit/mgsog maastricht university,   maastricht,   the  netherlands,  73 pages,  supervisor: dr. dorcas mbuvi, chapman d. (2017). the measurement of eco-innovation: a review and critique of eco-innovation indicators , unpublished master’s thesis, unu-merit/mgsog maastricht university,   maastricht,   the  netherlands,  74 pages,  second reader: rose camille vincent, ​ savut i.p. (2017). assessing sustainability transitions and innovations: the case of turkey , unpublished master’s  thesis, unu-merit/mgsog maastricht university,   maastricht,   the  netherlands,   121 pages,  second reader: pui-hang wong, ​ van den bergh, j. (2017). social perspectives in maastricht on the renewable energy transition in the netherlands: a q-methodological analysis , unpublished  master’s   thesis, unu-merit/mgsog  maastricht  university,   maastricht,   the  netherlands,   83  pages,  second reader: pui-hang wong, ​ kably n. (2017). fuzzy-set qualitative comparative analysis as a new method for policy evaluation: green growth in the eu15, efficiency and circularity , unpublished  master’s   thesis, unu-merit/mgsog  maastricht  university,   maastricht,   the  netherlands,   107  pages,  second reader: emmanuel mensah, janzen j. (2016). a critical review and comparative assessment of eco-innovation measurements: to what extent do they  capture  green  growth unpublished   master’s   thesis,   unu-merit/mgsog  maastricht  university,  maastricht,  the netherlands, 108 pages, second reader: hugo confraria, ​ dufourmont  j . (2016).   data  and participatory  challenges  in transition  to a circular  economy  in european  cities , unpublished   master’s   thesis, unu-merit/mgsog  maastricht  university,   maastricht,   the  netherlands,   107  pages,  second reader: iulia falcan, ​ dechamps y. (2016). the circular economy in singapore: a sectoral and institutional analysis , unpublished master’s thesis, unu-merit/mgsog maastricht university, maastricht, the netherlands, 113 pages, second reader: iulia falcan, clay t. (2016). the technological and financial challenges in transition toward a circular economy, unpublished master’s thesis, unu-merit/mgsog maastricht university, maastricht, the netherlands, 92 pages, second reader: iulia falcan, gayathri  i. (2016).  the extent  of impact  of greening  seaports  on international  trade competitiveness , unpublished master’s  thesis, unu-merit/mgsog  maastricht  university,  maastricht,  the  netherlands,   140  pages,  second  reader:  iulia falcan, ​ hussein,   m.   (2015).   developmental   state   &  governmental   industrial   policies:   a     comparative  analysis  on automotive & renewable energy industry in egypt & turkey , unpublished master’s thesis,   unu-merit/mgsog  maastricht university,   maastricht,   the  netherlands,   78 pages, second reader: pui-hang wong, ​ wanyoike,  r.  (2015).  a  qualitative  comparative  analysis  of  the  regional  conditions  required  to promote  private sector   investment   in   public  private  partnerships   in   the   energy   sector   in   kenya,    unpublished   master’s   thesis,   unu- merit/mgsog  maastricht  university,  maastricht, the netherlands, 88 pages, second reader: rené kemp, ​ martinova,  s. (2014).   comparative  analysis  of renewable  energy  technologies  development  in south  africa  and kenya   through   system  innovation   approach:   exploring   political,   economic  and  institutional   dimensions ,   unpublished master’s  thesis,  unu-merit/mgsog maastricht  university,  maastricht,  the  netherlands,  54  pages,  second  reader:  tobias broich, watkins   j.    (2014).   how   has   the   evolution   of   renewable   energy   policies   impacted   investment  practices  in  norway, germany   and  the uk,  and  are  current  policies   suitable   and  sustainable   for  continued   renewable   energy  deployment unpublished  master’s  thesis, unu-merit/mgsog maastricht university, maastricht, the  netherlands,  supervisor: david van slyke, sulake  k.  (2014).   the  achievement  of  europe  2020  strategy  and  energy  transformation  towards  smart grid:  a system  of innovation perspective , master thesis, msc. public policy and human development, unu-merit/mgsog. supervisor: thomas ziesemer, marinova  y .  (2014).   comparative   analysis  of  china  and  us`s  in  nanotechnology   and  green  technology.  what  is  the “dragon”  doing  to  catch up  to  the  world  leade r,  unpublished  master’s  thesis,  unu-merit/mgsog maastricht  university, maastricht,  the netherlands,  supervisor: tobias broich, ​ wunsch, c.    (2014).    diffusion   of   renewable   energy   technologies    in   uganda   an   empirical  investigation  of renewable  energy  technology diffusion,  constraints,  and  prospects  in uganda’s  central  region ,  unpublished  master’s  thesis, unu-merit/mgsog maastricht  university, maastricht, the netherlands, 71 pages. second reader: rené kemp, ​ tasker,   a.    (2013). social   perspectives   on   electric   utility   transformation    in   massachusetts,    usa:   a   q- methodological  study . unpublished  master’s  thesis,  unu-merit/mgsog maastricht university, maastricht, the netherlands, 98 pages, second reader: rené kemp, ​ hoeltke j. (2012). the european union’s energy policy – a challenge to govern a complex transition to sustainable energy.  unpublished  master’s thesis,  unu-merit/mgsog maastricht  university,  maastricht,  the  netherlands,  110  pages, second reader: rené kemp, teeke t. (2012). beyond fukushima : a comparative analysis of chinese and german nuclear-energy policy in a post-fukushima world . unpublished  master’s thesis,  unu-merit/mgsog maastricht  university,  maastricht,  the  netherlands,  second reader: serdar turkeli, fisser  a.  (2012).    the  feasibility   of  implementing   different   renewable   energy  sources   for  companies   in  germany . unpublished  master’s thesis,  unu-merit/mgsog maastricht  university,  maastricht,  the  netherlands,  supervisor:  thomas ziesemer, partner sites.

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Scholarships and Contests!

Nuclear Safety Essay Competition for Students and Early Career Professionals

Are you a student or young professional? Passionate and interested about nuclear safety? The International Atomic Energy Agency (IAEA) have the perfect opportunity for you!

Take part in the IAEA’s essay competition for a chance to be a youth panellist at the  International Conference on a Decade of Progress after Fukushima-Daiichi: Building on the Lessons Learned to Further Strengthen Nuclear Safety , to be held at the IAEA headquarters in Vienna, from 8-12 November 2021. 

Eligibility and instructions

• Students and young professionals taking part must be between 18 and 30 years old to take part in the competition. (Women and nationals from developing countries are particularly encouraged to apply).
• Submit an essay answering one of the  questions  pertaining to the topics in discussion at the conference, including the future of power generation and nuclear power; how stakeholders can build trust and demonstrate nuclear power is safer than ever; technological advancements relevant to safety; and increasing awareness for youth about opportunities in the nuclear industry.
• Submissions must be in English and submitted in Microsoft Word and PDF format
• Essay must be between 1000 and 2000 words.

Deadline to submit an essay is  Saturday, 31 July 2021 at 11:59 P.M. (CET) .   Submissions must be sent to [email protected].

The essay competition winners will be announced in August 2021 and finalists will be given a special acknowledgment in the conference President’s Report. The IAEA will provide financial support for the winners to travel to and participate in the conference.

United Nations Access to Space for All Initiative: Fellowship Programme for “Drop Tower Experiment Series (DropTES)”

The United Nations Office for Outer Space Affairs (UNOOSA) is pleased to announce the Fellowship Programme “Drop Tower Experiment Series” aimed at contributing to the promotion of space education and research in microgravity around the world, particularly for the enhancement of relevant capacity-building activities in developing countries.

The fellowship is part of the Access to Space for All Initiative under the United Nations Programme on Space Applications and in close cooperation with the Center of Applied Space Technology and Microgravity (ZARM) and the German Aerospace Center (DLR) Space Administration.

Important Instructions

The DropTES Fellowship Programme is open to research teams from research institutes, universities, and other public organizations that are located in Member States of the United Nations. Each team should consist of up to four Bachelor, Master and/or PhD students who must be endorsed by their academic supervisor (team leader).

The proposed experiment must be an integral part of the students’ syllabuses, that is, part of a Bachelor thesis, a Master thesis, a PhD thesis, or another form of research project associated with the applicants’ studies at their respective universities. The final approved number of team members will participate in the experiment series on site at the Bremen Drop Tower

Completed application documents of the letter of endorsement from the head of the entity and the  must be submitted to the DropTES Mission Application  must be submitted to UNOOSA by email to the following address: [email protected] .

Deadline for submission is 30 June 2021 23:59 CET. Applicants will be notified of the outcome of the application by July 2021. View full details of the fellowship here .

"What if – Spesterra" Youth Video Challenge

The Office for Disarmament Affairs has launched the  “What if – Spesterra” Youth Video Challenge  that calls on young people across the globe to imagine a world without weapons of mass destruction, in which conventional arms are strictly regulated and resources are directed towards tangible social and economic benefits for people and the planet.

Making use of multimedia productions like short films, animations, documentaries, and music videos, young people around the globe are invited to showcase their vision of what the world would look like if we put people at the centre of our disarmament efforts to save lives and make our world a safer place.

Who can Participate?

The challenge is open to young people of all nationalities who are from the ages 18 to 24 years.

The person submitting the video (the entrant) must be actively involved in its making (for example either as a director, writer, camera person, editor, actor, coordinator, etc).

The video could be co-produced with a friend, colleague or partner (the second entrant) who is also between the ages 18 and 24 years.

Some of the video specifications include:

Video length  must be a maximum of 2 minutes and 20 seconds.

Video file size and file type :

• Maximum file size: 100 MB
• File type: AVI, MOV, MP4, OGG or WEBM

Language : Any language may be used for the video. If a language other than English is used, please provide the transcript (in the original language) of the script and onscreen text used in the video (to be used for translation). You may also provide an English translation of the transcript.

Style or form : Videos could be in any style or form (e.g., a short film, animation, documentary or a music video, or any combination).

Multiple entries  (maximum three) are allowed if the content is different from one video to another.

Entries should be uploaded at www.youth4disarmament.org/spesterra-video-challenge before 15 July 2021 .

For more information on the challenge view the link here

2021 Global Media Competition on Labour Migration

The International Labour Organization (ILO) has launched its  seventh annual Global Media Competition . Its aim is to recognize fair and balanced reports that contribute to the elimination of xenophobia and discrimination against migrant workers and highlight the positive contributions migrants make to society.

This year, judges are particularly interested in coverage of the impact of COVID-19 on labour migration and fair recruitment, including those relating to migrant care workers. Stories about migrant domestic workers will also be viewed favourably, since this year marks the 10th anniversary of the adoption of the ILO’s Domestic Workers Convention.

The competition is open to professional and student journalists and will be judged by a panel of international migration and journalism experts. The winning entries will be selected according to a range of criteria including creativity, accuracy, balance and the positive portrayal of labour migration, with a focus on the protection of migrants.

Three professional prizes and one student prize will be awarded. Winners can choose between a cash prize of USD1,200 in the professional category and USD500 in the student category, or a paid fellowship to participate in an online ITC-Turin fair recruitment or labour migration course in 2022.

How to Enter

• Complete the online entry form as  either  a ‘professional’  or  ‘student’ entrant.
• You can submit your piece in the following formats: written press, photo essay, multimedia, podcast, video and/or radio.
• Students are allowed to submit a published or unpublished media piece. 
• The deadline for submissions is 15 October 2021 at 23:59 (CET). The winners will be announced in December 2021, ahead of International Migrants Day.

UCL Open: Environment Calls for Papers concerned with theme of Water UCL Open: Environment invites submissions for a special issue focusing on Water and the UN Sustainable Development Goals (SDGs). This Special Series will focus on SDGs 6 (clean water and sanitation), 13 (climate action), 14 (life below water) and 15 (life on land), but submissions on other SDGs are also welcome if they address topics regarding water.

Published by UCL Press, UCL Open: Environment is a new open access (OA) journal where high-impact multidisciplinary and interdisciplinary research is published that showcases radical and critical thinking on real world problems, with the aim of benefitting humanity.

Instructions Papers should be strongly inter- or multi-disciplinary either in terms of the author’s skill sets or subject. Discussion and research papers are equally welcome.

Submissions should cover an examination of progress on SDGs viewed from the perspective of the global water cycle, whether the indicators, targets and evidence available to us all, and deliver a more balanced view of water and how it might be best managed in future, are also welcomed for submission. Articles will be judged on the merit and scientific validity (sound scholarship) of the work and the journal is inviting submissions from any grade of researcher, at all career stages, including early career researchers, professionals, and senior scholars. For more information or to enquire about submission: http://bit.ly/3scKYJ0

Deadline for submissions: 30th November 2021

Contact the Editors at [email protected]

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Master's degrees and other qualifications

Master Programmes

The following is a list of master programmes dealing with regional integration processes. It is ordered alphabetically by continent (Africa, Asia, Europe, Latin America, Middle East, North America and Oceania) and host country. The link presented will lead you to the program description. If you would like to suggest a programme to be included in this list, please send us an email.

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UNT Theses and Dissertations

Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. Some ETDs in this collection are restricted to use by the UNT community .

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UNT Theses and Dissertations in UNT Digital Library. University of North Texas Libraries. https://digital.library.unt.edu/explore/collections/UNTETD/ accessed April 10, 2024. Copy Citation

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Home > ETD > Masters

Masters Theses

Submissions from 2024 2024.

The Crucifixion and Death of Jesus in the Qur'an and Islamic Scholarship: The "Swoon Theory" and the Medical Perspective , Emmanuel K. Asante

The Modern-day Widow: Wrongly Shamed and Shunned in Evangelical Communities , Nancy Beise

Media Dependency in Gen Z Christians , Emma Jolie Best

Naturalism, Christian Molinism, and the Problem of Evil , Caleb Blackman

Somali Students in the American Elementary General Music Classroom , Alice L. Charland

Training Considerations for the Identification and Investigation of Human Trafficking Cases in Law Enforcement: A Case Study , Emilie O. Coleman

Diaphragmatic Breathing Influences Recovery Metrics after Aerobic Exercise , Trace L. Cruz

TikTok’s Influence on Generation Z Female’s Comparative Behavior , Brookelynn Dinkler

Analyzing the Cynical Perspective of Death in The Book Thief , Dorothy Elizabeth Hollar

We Don’t Talk About Influence: An Analysis of Disney’s Encanto & Its Influence on Viewers’ Perceptions of Colombian Culture , Olivia Grace Keyser

Pretty Girls Don't Eat Pizza: How an Eating Disorder Taught Me I Am Enough , Hannah Kuhn

The Nature of Beauty and Its Objective Manifestation Serve as Evidence of the God Described in the Bible , Michael S. Libby

The Weight of Gratitude and the Burden of Truth , Joshua Macer

Unmasking the Resistance: A Comprehensive Study of Anti-Ku Klux Klan Endeavors in Upcountry South Carolina during the Reconstruction Era , Jacob Spencer Moule

Important Relationships and Realistic Dialogue in Fiction , Timothy Paddock

Rhapsody , Hannah Pennington

Addressing Chaplain Care and Resiliency as Protective Factors to Burnout in Community Chaplaincy , Robin Jonell Ratcliff

My Journey with Faith , Jocelyn Rodriguez

Truth and Fiction , Rachel Michele Schroeder

The Shared Values Society: On the Inability to Validate Beliefs and its Effect on Pluralistic Governance , Tanner L. Smith

What's Growing On? Raising Awareness of Florida’s Declining Citrus Industry and Its Economic Impact , Emily Gail Snyder

Three Years with Buffalo Bill , Russell Storman

My Name Is Pamela Jean: Impacting the Culture of Life through Storytelling , Debra D. Watkins

Shaping Character: The Role of Mythology in Society , Jaclyn Weist

Training the Volunteer Technical Artist for their Role in Worship Ministry , Stephanie Wilkinson

Page 1 of 45

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• How to Write a Thesis Statement | 4 Steps & Examples

How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .

Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
• Write your initial answer
• Develop your answer
• Refine your thesis statement

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Table of contents

What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

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The thesis statement generally appears at the end of your essay introduction or research paper introduction .

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

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UNF Graduate Theses and Dissertations

Theses/dissertations from 2023 2023.

Alcantara, Alexandria R. (2023), Investigations into the electronic and magnetic properties of (CrPS4)n layers

Alexander, NKosi (2023), The Lie algebra sl2(C) and Krawtchouk polynomials

Bairen, Nathan (2023), Exploring Mottness and Electronic Order in Strongly Correlated Vanadate Thin Films

Baker, Lindsay Nicole (2023), Relation between parent feeding and emotional overeating in preschoolers as mediated by emotion regulation

Bannister Roby, Natalya R. (2023), Triumph after Trauma: A Phenomenological Exploration into Women Survivor’s Perceptions of the Influence of Trauma on their Leadership

Barrett, Sydney C. (2023), Examining Predictors of Academic Success among STEM and non-STEM College Students

Bayati, Zeinab (2023), Sustainable Transportation: Behavioral Analysis of Working-from-Home and Electric Vehicles Adoption

Benton, Crishana Dionne (2023), Running the gauntlet: Barriers for Black women academics in higher education research productivity

Bernanke, Matthew (2023), The effect of environmental factors on movement patterns and habitat use of young-of-the-year scalloped hammerhead sharks (Sphyrna lewini) in the Tolomato River nursery

Bissainthe, Roshonda (2023), Eye of the Tiger: Does Cultural Mismatch Affect the Evaluation of Graduate Program Brochures?

Boopathy, Kavyaa (2023), Investigation on the influence of augmented reality adoption and cybersecurity in the Architecture, Engineering and Construction industry

Boyd, Lauren E. (2023), An application of virtual reality technology for adult diagnosis of Developmental Coordination Disorder

Boyne, Ciarra Ashley (2023), Association between objectively-measured sedentary time and self-reported prescription medication use among adults: A pilot study

Brunnig, Sarah D. (2023), Curriculum Strategy to Increase College Student’s Motivation, Ability and Opportunity Resulting in Reduction in Wasted Food

Bukuru, Kabhabhela C. (2023), Exploring of user experience and evaluating mobility benefits of micromobility systems and golf carts: Case study of Florida

Byemerwa, Irene Josephat (2023), Predicting Florida's extreme wind events: A deep learning approach

Camden, Megan R. (2023), Effects of Altering Physiologically Relevant Cholesterol Levels and Media Types on Porin Gene Expression in Klebsiella pneumoniae and the Resulting Impact on Antibiotic Resistance

Castellon Escobar, Cesar Enrique (2023), Energy-efficient HMAC for wireless communications

Collie, Angel (2023), Gender and race influence young adults' impressions of people with dementia

Cope, Lauren E. (2023), Analysis of Pervious Oyster Shell Habitat (POSH) Unit Performance Using Computational Fluid Dynamics

Crawford, Abigail Brooke (2023), Illness Stigma, Social Connectedness, and Health in People living with Chronic Illness: A Structural Equation Model

Derban, Alvenia Effie (2023), Homecoming: Examining built relationships that influence historically black college and university student experiences

Eames, William J. III (2023), Changing tides: Online conspiracy theory use by radical violent extremist groups over time

Ebri, Nadine (2023), Shaping teachers’ behavioral intentions to use DGBL: Understanding the key insights teachers garner from a research-based DGBL professional development design

Evans, Eduardo Jose (2023), Elliptic functions and iterative algorithms for π

Farjian, Marie (2023), Exploring the Perceptions of Recent High School Graduates Regarding Pk-12 School Safety Measures Considering Increased Occurrences of Mass School Shootings: A Q Method Study

Faulkner, Justin Reid (2023), Florida’s Principals’ Perceptions of Their Principal Preparation Program: A Study of How Preparation Programs Impact Efficacy as a School Principal

Ferrell, Shaneka R. (2023), How performing arts high school students experienced involvement in a Black, student-created and student-led organization focused on uplifting Black art and artists: A critical phenomenological study with implications for culturally responsive and sustaining educational practices

Friedman, Emily N. (2023), Reentry for registered sex offenders: Navigating stigma post-release

Green, Tiffany L. (2023), The perceptions of principal preparation programs from the perspectives of non-reappointed principals

Halim, Abdul (2023), The role of the United States in advancing democracy in developing countries: The case of Bangladesh, 2008-2020

Halter, Jennifer Pryor (2023), Through the looking glass: An autoethnography

Harris, Matthew (2023), Imagining human rights for migrants in an evolving legal ecosystem: Intellectual, political, and public discourse in the United States, 1980-99

Harrison, Caleb (2023), A hybrid prediction approach using machine learning and physics based models applied to power electronic circuits

Harrison, Taylor R. (2023), Investigation of the segment polarity network in the tardigrade Hypsibius exemplaris

Horton, Jada (2023), The relationship between social capital and juvenile recidivism risk in Bexar County, Texas: Critical Psychology Theory and Latent Class Analysis in archival research

Hurley, Anne C. (2023), Microbial communities in the Guana Tolomato Matanzas National Estuarine Research Reserve: An assessment of the responses of Spartina alterniflora Epiphytes to nitrogen enrichment, and a characterization of benthic cyanobacterial diversity

Ingram, Katie (2023), The effect of testing on new learning of related and unrelated text sections

Jackman, Sarah Marie (2023), Apparent Contours for Piecewise Smooth Surfaces

Johnson, Celina Deloris (2023), Internal Mental Representations of the Self and the Typical College Student in Regards to Race, Self-esteem and Belongingness

Jones, Jeania N. (2023), Teaching Black elementary students: The influence of experiences and teacher preparation for PWI and HBCU interns on their understanding of and self-efficacy for culturally responsive teaching

Kazi, Nazmul H. (2023), Automated short-answer grading and misconception detection using large language models

Khalifah, Shatha Abdulghani (2023), The Perspectives Of Saudi Arabian Professionals Regarding the Most Important Soft Skills for Leaders to Possess in Telecommuting Environments during Crisis: A Q Methodology Study

Kilungeja, Grentina Nazarius (2023), Menstrual cycle prediction from physiological data using machine learning

Kimollo, Michael (2023), Extracting road surface marking features from aerial images using deep learning

Kuhn-Hancock, Lori Ann (2023), Truth and Consequences: Internal Stakeholder Perception of Higher Education Leadership Crisis Communication Competence During the COVID-19 Pandemic

LaVoie-Ingram, Emilie Marie (2023), Towards a prototype paleo-detector for supernova neutrino and dark matter detection

Laynes, Kimberly D. (2023), Ovulation prediction using random forest algorithm on physiological data

Leone, Casey (2023), Educator perceptions of giftedness in Florida

Lipson, Tamara Ann (2023), Teachers’ perceptions of inclusive classrooms

Makoleo, Mariam S. (2023), Frequency Analysis of a New Empirical Model to Predict Underwater Transmission Loss During Impact Pile Driving

Marks, Brice T. (2023), The Experiences of Transgender and Gender Diverse Individuals Seeking Mental Health Treatment

Marrero Gonzalez, Alana Minnee (2023), Nutrition Care for the Transgender Population: A Retrospective Study to investigate relationships between the Nutrition Care Process Model and Patient Outcomes

Mathews, Hunter (2023), Field assessment of the pervious oyster shell habitat: Enhancement of intertidal habitat for the eastern oyster and associated nekton in Northeast Florida

Mayberry, Laura L. (2023), Making the grade: Do teacher-created grading systems result in disparate outcomes for high school students?

McCandless, Rachel Lynn (2023), Walking the talk: A qualitative exploration of gatekeeping staff perceptions surrounding implementation of nutrition policy in Florida food banks

McGhghy, Linda Faye (2023), Case Study and Evaluation of the Implementation of Restorative Family Conferences in an Alternative Placement School

McGovern, Callahan (2023), Lake Huron Microbial Mats: A Novel Anagnostidinema Species, A Cyanobacteria-Specific it's Motif Slicer, & A Multi-Marker Community Analysis

McKay, Jessica A. (2023), A New Mindset: The Effects of a Strategic Mindset on Women Under Stereotype Threat

Miceli, Andrew (2023), Modified Reactive Sputter Deposition of Titanium Nitride Thin Films via HIPIMS with Kick-Pulse and Improvement of the Structure-Zone Model

Miller, Jacqueline Nicole (2023), The Influence of Time and Location on Moral Dilemmas Based on a Driving Simulator Study

Mushi, Consolatha Constantine (2023), Analysis of Underwater Noise due to Pile Driving in Florida using Individual Hammer Blows

Otto, Quintin (2023), Investigation of microstructurally dependent mechanical properties of cold sprayed copper using correlative microscopy

Paredes, William David (2023), Assessing the Performance of a Particle Swarm Optimization Mobility Algorithm in a Hybrid Wi-Fi/LoRa Flying Ad Hoc Network

Pechillo, Marisa L. (2023), In God's hands: Faith healing, epilepsy, and the question of human rights

Pesha, Sylvia (2023), Development of practical assessment techniques for sinkhole potential in Florida based on sinkhole vulnerability indices

Peters, Katie Gillian (2023), Confocal analysis of Sindbis virus in Aedes aegypti unveils novel infection site at pyloric armature

Powers, Madeleine (2023), Less meat, less heat: Analyzing meat consumption through the theory of planned behavior, identity, past behavior, and conservatism

Rust, Dain (2023), Thermal Temperatures and Social Network Position in Bonobos

Schmillen, Peter E. (2023), Assessing erosion improvement in beach sand treated with bioslurry

Schofield, Rachael C. (2023), Investigating the mediation effects of student-teacher relationships between extracurricular activities and students' academic achievement in high school

Sides, Krystal D. (2023), Analyzing Physiological Signals During the Menstrual Cycle: Introducing an Application of Circular Statistics

Simon, Marianne P. (2023), New principals: Experiences that influence the role

Snyder, Jill M. (2023), The impact of a face to face sports nutrition session on athletes' nutrition knowledge and disordered eating attitudes

St Clair, Skylar (2023), That’s why we drink: Effects of undergraduate stress during the COVID-19 Pandemic on alcohol behaviors

Sterghos, Jacqueline (2023), The indirect association of personality with perceived stress as mediated by humor in university students during COVID-19

Testagrose, Conrad Thomas (2023), Breast density classification using deep learning

Timmons, Jamie (2023), Development of high kinetic inductance superconducting nanowire devices on high permittivity strontium titanate substrates

Vander Meulen, Maria E. (2023), Motivation differences of males and females in the PACT Study: An exploratory study

Vera Murillo, Lizbeth C. (2023), What is your why? A qualitative study about motivational differences of Latinos/Hispanics and African American/Black in a computerized cognitive training program to prevent Alzheimer’s Disease

von Holten, Emma Arie (2023), Physiological Responses Regarding Stress and Trauma: The Freeze Response

Waldron, Jordan M. (2023), Otoliths through time: a multidecadal characterization of fish otoliths in a changing climate

Worthen, Najwa N. (2023), Challenges Patients Face When Transitioning from the Hospital into the Home Setting with an Enteral Feeding Tube & the Impact of Staffing a Home Enteral Nutrition Registered Dietitian Case Manager

Zacarias, Rosalyn (2023), "I'm Just Very Open to Trying New Things": Past Sexual Experiences and Sexual Curiosity in Bisexual Women

Theses/Dissertations from 2022 2022

Albanese, Charles (2022), A Predictive Modeling Approach to Counter Failures in Heat Seal Process Verification Methods

Baron, Melissa (2022), The Effects of Fermented Vegetables on the Gut Microbiota for Prevention of Cardiovascular Disease

Basedow, Karen S. (2022), Knowledge, attitudes and practices of US-based registered dietitians regarding Vitamin D as a key nutrient in public health

Baskerville, Ryan (2022), Prolonged Exposure to Microgravity Increases Susceptibility to Traumatic Brain Injury

Berg, Kristin M. (2022), Nutrition perception, dietary intake, and anthropometric correlations between Autism Spectrum Disorder and typically developing adolescents.

Brinson, Reginald W. (2022), Higher Education Information and Communication Technology Implementation Project Success: The Effect of Organizational Culture

Byrd, Brittany (2022), Effects of environmental and anthropogenic factors on loggerhead sea turtle (Caretta caretta) false crawl rates on Jekyll Island, Ga

Garcia, Nicholas H. (2022), Divided Attention and its Effect on Forward Testing

Graham, Jasmine Elise (2022), STEM Inqueery: How Communion and Feminine Gender Expression Affects LGBTQ Individuals Pursuing STEM

Graham, Matthew Alexander (2022), Bounded-degree Plane Geometric Spanners: Connecting the Dots Between Theory and Practice

Greco, Robert (2022), Revitalizing conservation and management of the American crocodile (Crocodylus acutus) in the Dominican Republic

Hall, Anthony (2022), Adaptive Memory: Richness of Encoding as a Possible Underlying Mechanism of The Threat Effect

Hardy, Andrew Lee (2022), An Analysis of the Spatial Genetic Structure of a Hybrid Zone Between Two Species of Killifish, Fundulus Heteroclitus and F. Grandis

Harris, Michel D. (2022), The Efficacy of a Service-Learning Experience in the New Orleans Area in Improving Intercultural Competence of Nutrition and Dietetics Students

Hayward, Carolyn (2022), Leadership Characteristics and Teacher Self-Efficacy from the Perspective of Teachers

Hernandez, Zuleyka (2022), Regulatory Fit as a Predictor for Sexual Consent Attitude Change

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Finding theses and dissertations

Search online in library databases.

You can search the ProQuest Dissertations & Theses Global Database to find theses and dissertations from institutions around the world. This database offers full text for most dissertations added since 1997 and strong retrospective full-text coverage for older graduate works. You can do a basic keyword search or search for a specific title, author, or institution.

Search for works for University of Nevada, Reno authors

There is no single search method that will find every thesis and dissertation by a University of Nevada, Reno author. These are your best options:

• Search  ProQuest Dissertations & Theses @ University of Nevada, Reno to find online versions where available. You can limit by author, advisor, department, degree type, etc.
• Use the Advanced Library Search tool to narrow your search by the name of the department in which the degree is granted. In the “Any field” dropdown menu, select Author/Creator. In the “Enter a search term” field, type the University name and department granting the degree. For example, to find dissertations/theses from the Department of Computer Science & Engineering, type “University of Nevada, Reno Department of Computer Science and Engineering.”

The “Author/Creator” and “is (exact)” fields are enclosed in a red rectangle to indicate these fields have been selected. “University of Nevada, Reno Department of” is written in the search box next to the selected fields.

Search more comprehensively

If you need a more comprehensive search, including materials other than theses and dissertations (articles, books, videos, etc.), or if you are looking for physical copies of theses and dissertations, use Library Search from the library homepage. Search for a keyword, author, date, and/or title. Use the filters on the left-hand side of the screen under “Resource Type” to narrow to “Dissertations” (although not indicated, the search will include theses).

The "Dissertations" filter is enclosed in a red rectangle to indicate its location on the Library Search results page.

If you use the filters to limit by Library Location and select libraries at University of Nevada, Reno (Knowledge Center, Special Collections & Archives, DeLaMare Library), you can limit to physical copies of dissertations or theses only . You can also use the “Held by library” filter under “Availability” to find physical copies.

Need more help?

Find more detailed information in the University Libraries' guide to Finding Dissertations & Theses .

Master's Degree Program | Criminology and Criminal Justice | SIU

Public policy, justice and social issues programs:, criminology and criminal justice.

618-453-5701 |

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• Bachelor’s Degree Program
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Main Content

Master of arts degree in criminology and criminal justice.

50 Years of Distinction in Policy Work and Grant Research

The Master of Arts degree in criminology and criminal justice is a nationally and internationally recognized program with a superior reputation for both education and research opportunities since 1961. Graduates of this program are equipped with problem-solving and analytical skills that are crucial for a successful career in criminal justice and criminology and advanced earning potential.

• Costs & Financial Aid
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Master of Arts Program

Admission requirements.

Admission into the criminology and criminal justice graduate program requires a grade point average of 2.70 or higher from the last 60 hours of undergraduate courses for applicants with a bachelor’s degree, or from the last 45 hours of undergraduate courses for applicants completing their bachelor’s degree.

Graduate school applicants who do not hold an undergraduate degree in criminology and criminal justice must have a minimum 12 hours of coursework in sociology, psychology, political science or another social science field.

Applicants must submit a graduate school application, three letters of recommendation, transcripts, and a personal statement highlighting academic achievements and goals for pursuing graduate education.

International students are encouraged to consult with advisors for additional requirements including satisfaction of the English language requirement.

Accelerated Master's Degree Program

The accelerated Master of Arts degree is designed for highly successful, motivated students to obtain both a B.A. and M.A. in criminology and criminal justice in five years. Nine credit hours of CCJ coursework are counted towards both degrees, saving both time and money.

Students interested in the accelerated master’s degree program in criminology and criminal justice must complete CCJ 316 and CCJ 317 before their senior year. A minimum grade point average of 3.25 overall is required for the application.

Second-semester juniors must submit the following by March 15 to be considered:

• Transcripts
• Three letters of recommendation
• A personal statement on plans after graduation, areas of interest, and strengths as a student

Degree Requirements

The completion of the same core courses required in the criminology and criminal justice master’s degree program are also required for accelerated master’s degree students:

• Foundations of Criminal Justice (CCJ 500)
• Criminological Theory (CCJ 504)
• Research in Criminology & Criminal Justice: Methods and Concepts (CCJ 510A)
• Research in Criminology & Criminal Justice: Data Analysis and Interpretation (CCJ 510B)

In addition to these four core courses, graduate students are required to complete their studies with either a thesis or capstone project. Thesis option students must take 18 credit hours of elective courses while non-thesis option students are required to take 21 hours of electives. View all   CCJ graduate courses .

View the graduate catalog for program guidelines and specifications.

Assistantships/Scholarships

In addition to the many opportunities for scholarships based on both academic performance and service to SIU, fellowships and assistantships are available for graduate students in the criminology and criminal justice program. Assistantships offer tuition waivers and a stipend in exchange for work assignments in the criminology and criminal justice program.

Graduate students with outstanding performance in coursework and high GPA's may apply for one of the competitive fellowship opportunities that offer financial assistance at SIU. Other fellowships offered are based on a combination of academic achievements, leadership abilities and overcoming diversity.

Thesis & Non-Thesis Options

A total of 30 hours of coursework is required for thesis track graduate students and a total of 33 hours of coursework is required for the non-thesis option.

A thesis is a formal research paper that defends a certain argument or proposition. The thesis serves to demonstrate the graduate student’s ability to formulate a problem and method, and present research and evaluation of a certain question related to a body of information.

Thesis option students may take up to six thesis semester hours (only three count toward minimum degree requirements) and up to six credit hours of 400-level courses towards the completion of the graduate degree. An oral defense of the thesis is mandatory to obtain a graduate degree in criminology and criminal justice.

Students who select the non-thesis option are required to complete a capstone project. This project consists of a research paper that goes beyond the criteria expected of a graduate level term paper. Non-thesis graduate students must introduce empirical evaluation, theoretical analysis, and consideration of policy significance in the capstone project research paper.

Contact Information

To learn more about the program or request information, contact:

Julie Hibdon Graduate Program Coordinator Faner 4327 1000 Faner Drive Carbondale, IL 62901 Phone: 618-453-6362 [email protected]

Matthew Giblin School Director Faner 4325 1000 Faner Drive Carbondale, IL 62901 Phone: 618-453-6360 [email protected]

Student Organization

The registered student organization, Criminal Justice Association (CJA), is sponsored by the criminology and criminal justice program at SIU and encourages networking amongst current students, faculty members, alumni and professionals in the criminology and criminal justice workforce. 

Membership in CJA offers students access to guest speakers and lecturers as well as social gatherings and study groups for students with majors and minors in CCJ. 

You can follow the group on Facebook .

Master's thesis

Master's Thesis is a part of Master's degree in other fields than technology and Master's thesis in technology / architecture is a part of Master of Science in Technology /Architecture degree.

The aims and place of the thesis in degrees

During the studies, students gradually gain the skills they need to write the thesis. In order to graduate, you should master the learning outcomes set for your degree and thesis.  

The aim of the Master’s thesis is that 

• the student is well familiar with his/her field and especially the field of his/her thesis topic  
• the student possesses the skills necessary for applying scientific knowledge and methods or the knowledge and skills required for independent and demanding artistic work 
• the student has good communication and language skills that can be applied in his/her field and other applicable fields 

Students mainly complete the Master’s thesis during the second year of studying for the Master’s degree; it is part of the advanced studies in the degree programme. You must have graduated with a Bachelor’s degree or your Bachelor’s thesis must be approved before you can start working on the Master’s thesis and drawing up the supervisory plan with your supervisor.  

The goals of theses based on learning outcomes. As you work on your thesis, your research skills, knowledge of the subject matter in the field, academic language and communication skills as well as your scientific debating skills are enhanced through peer learning and supervision, and via the discussion you conduct with previous research. Working on the thesis means practising independent research in accordance with good scientific practice. Your faculty or degree programme defines the form of the thesis more closely (see the section on your faculty).

The stages of the Master’s thesis are outlined below

Academic guidance and counselling.

Writing a Master’s thesis starts with participation in the thesis seminar and deciding on the topic. You will be assigned at least one supervisor – the responsible supervisor – who supports your work in matters related to the content and research process throughout the thesis process. The responsible supervisor is familiar with the assessment criteria of theses and discusses them with you. If the thesis has two supervisors – the responsible supervisor and the other supervisor – at least one must be well familiar with the topic of the thesis and both should hold degrees at least on the same level as the thesis in question. A person who is not a member of the University community may also act as a supervisor based on his/her expertise in the field.

The supervisor(s) and the student draw up a supervision plan that defines the rights, responsibilities and duties of the parties and the duration of the supervisory relationship. In the supervisory situation, a common understanding of the academic requirements of the thesis and of good scientific practice is also formed. The timing of supervision and the stages of the thesis process are also agreed upon. The supervisory plan also defines the target time of completing the thesis, which also gives an indication of the length of the supervisory relationship.

Your work process is the core of the supervision process. Supervision supports your learning process and your growth as an academic expert. You are in charge of your motivation and working and the way the thesis process advances. Faculties take care of the equal distribution of supervision work and including supervision in the teachers’ work plans.   

The faculty also defines the practices applied if any changes, conflicts or problems arise in the supervisory relationship.

Theses done in pairs or groups 

Doing the thesis with another student or in a group is agreed with the supervisor. If the thesis is undertaken by a pair or a group, each student must be able to demonstrate his/her share of the work because the thesis is fundamentally about practising independent scientific work. The thesis is assessed for each student individually. 

Language of the thesis

The language of the thesis is either Finnish or the main language of the student’s degree programme. The supervisor of the thesis decides on the use of other languages than the ones mentioned above. 

A student studying in an English-language degree programme may write his/her thesis in Finnish. However, if the student wants his/her academic record to show that he/she has earned the degree in English, it may be required that the thesis is also written in English. 

If the student has not demonstrated language and communication skills in his/her field in the Bachelor’s degree, they are demonstrated in the maturity test related to the Master’s thesis. The demonstration of language skills in relation to the thesis is described in more detail in the section on the maturity test.

The thesis seminar

To support working on the thesis, a thesis seminar or other teaching and activities that aid the thesis process are organised.   

In the thesis seminar, students especially gain peer supervision and peer learning skills as well as those on academic writing, information seeking and scientific debate. The seminar guides and supports working on an independent thesis and the parts it consists of, such as defining the research problem, outlining the topic, and structuring and reporting the research results. In the seminar, students also learn about the assessment criteria of the thesis. As far as possible, you should strive to complete your thesis in the seminar. 

If the curriculum of the degree programme does not include a seminar on the Master’s thesis in the fields of technology, other means of supervision must ensure that students receive sufficient support for writing the thesis and learning research skills. 

Adherence to good scientific practice

Learning outcomes related to good scientific practice are included in all theses. Review the guidelines on good scientific practice and consult your supervisor if you need further guidance. As part of the process of facilitating the writing process, the supervisor should ensure that you are familiar with good scientific practice and able to work accordingly. 

Also remember the accessibility of the thesis.

The originality checking of a thesis 

During the writing process, you may use the originality check tool found on your supervisor’s Turnitin section on Moodle. It will give you a comparative report on your text that will help you evaluate the appropriateness of your citation practices. You can always ask your thesis supervisor for advice on interpreting the comparison report.

The student and the thesis supervisor agree about the point when the thesis is ready for the official originality check and the subsequent actual assessment. You enter the text of your completed thesis in the originality checking software after which the supervisor reviews the originality report. After the supervisor has checked the originality report, you may submit the thesis for the actual assessment process. 

Finding a thesis placement - Commissioned theses  

You may do your Master’s thesis as a commissioned study for a principal that can be a company or another body. A thesis is a scientific study that is assessed on the basis of academic criteria and it must be completed within the target time. The supervisor and examiners at the University are responsible for the academic guidance and assessment of the thesis. The principal may appoint a contact person who may also participate in the supervision of the thesis. The principal must also be aware of the academic nature and publicity of the thesis. You, the reponsbile supervisor and the principal agree on the topic, schedule and objectives of the thesis.  Make a written agreement with the principal on any fee paid to you. 

The University has drawn up a checklist for the first meeting on a commissioned thesis on issues that should be covered in the meeting.

Copyright of the thesis 

Copyright issues are also related to the publicity of the thesis. The student is reponsible for the contents of the thesis and ascertaining his/her rights to it. The author of a thesis that is intended for publication must have full copyright to the thesis, including any pictorial material, tables or other material, or have the right to publish such material online. 

Further information on copyright is available on the Library’s Open Access guide and on the following websites:  https://libguides.tuni.fi/opinnaytteet/julkaisuluvat_tekijanoikeus

• ImagOA: Open science and use of images: a guide on the Aalto University website http://libguides.aalto.fi/imagoa_eng

Publicity of the thesis and processing confidential information

Under law, the thesis is a public document (1999/621). A thesis becomes public as soon as it has been approved. After a thesis has been approved, it cannot be modified in any way. Confidential information cannot be included in a thesis. Publishing the thesis or its parts elsewhere, eg as articles, does not change the publicity requirement.  

If confidential information is processed in relation to the thesis, its use should be agreed with the supervisor and the possible principal in advance. The actual thesis should be written in a manner that allows publishing all of its parts. The possible confidential information should be incorporated in the appendices or background data that are not published. The separate data is not archived at the University.   

Other help and support during the writing of a thesis

You are not alone with your thesis. Support is available, for example, on information searching and data management as well as writing and making progress . Support is offered by the University’s joint counselling services, Language Centre and Library and Data Service.

Maturity test

Purpose of the maturity test .

With the maturity test, the student demonstrates his/her familiarity with the field of the thesis and his/her Finnish or Swedish language skills. (Government Decree on University Degrees 794/2004). See below for information on other languages.  

If the student has already demonstrated his/her language skills in the Bachelor’s degree, he/she only demonstrates his/her familiarity in the field of the thesis in the maturity test.  

Language of the maturity test 

If Finnish or Swedish language skills are to be demonstrated in the Master’s degree studies, the language of the maturity test is defined as in the Bachelor’s degree. 

If a student is not required to demonstrate his/her language skills in the Master’s degree, he/she takes the maturity test in the language of the thesis.  

Form of the maturity test 

In a Master’s degree, the abstract of the thesis serves as a maturity test. 

Submitting the thesis for assessment

When the thesis is nearing completion, the student discusses the final stage with his/her supervisor. The student and the supervisor agree on the pre-examination of the thesis and any corrections that are still needed. After the pre-examination and the final corrections, the supervisor gives the student permission to submit the thesis for assessment. The student feeds the final version of the manuscript to the originality checking software in a manner provided by the supervisor who will check the originality report. The originality check of the thesis should be completed before the thesis is submitted for assessment.  

When you submit your Master’s thesis to assessment in the publication archive Trepo you also ensure that the originality check of the thesis has been done and that your supervisor has given you permission to submit the thesis for assessment. The student also decides what kind of a publication permission he/she gives to the thesis. Note that you must be registered as present in order to submit a thesis on Trepo.

The student should let the supervisor know when the thesis can be retrieved from Trepo. The student receives a message from the Library within a few days of submitting the thesis for assessment. The assessment deadline is calculated from the date of the email sent to the supervisor. 

Assessment and grade of the thesis

The responsible supervisor proposes examiners either at the start or the end of the thesis process. Use this form to make the proposal 

Thesis supervision plan (Master’s thesis) and proposal of examiners

Examiners of a Master’s thesis  

The supervisor(s) of the thesis may also act as the examiners of the thesis if they fulfil the requirements stipulated in the Tampere University Regulations on Degrees.  According to Section 28 “At least one of the examiners must be employed by Tampere University”. Both examiners must have completed at least a master’s-level degree."

The thesis examiners have 21 days to review the thesis after it has been submitted for evaluation.  The results on theses submitted for examination during the period from 1 June to 31 August may take longer to be published. For justified reasons, the dean may make an exception to the deadline. Such exceptions must be communicated to the students in advance.   

Master’s theses are assessed with a grading scale from 0 to 5.  The grades are 1 (sufficient), 2 (satisfactory), 3 (good), 4 (very good) and 5 (excellent). Assessment criteria given by the faculties can be found at the bottom of this page.

Students will receive the examiners’ statement and grade proposal by email to their tuni.fi email address. Students will then have seven (7) days to provide a written response to the examiners’ statement. The countdown begins when the email is sent to the student. A possible written response is addressed to the student’s faculty and will be reviewed by the dean. The dean will assess whether there is reason to reconsider the grade or whether he or she will confirm the final grade based on the examiners’ statement. The dean can also appoint an additional examiner to review the thesis or bring the matter before the Faculty Council.  

If a student does not provide a written response, the dean will confirm the final grade of the thesis based on the examiners’ statement. If a student is satisfied with the assessment outcome, he or she can expedite the process and the entry of the thesis on his or her academic record by immediately informing the faculty thereof by email. The procedure for providing a written response does not apply to theses counted towards the degree of Licentiate of Medicine.

A student cannot submit a new thesis to replace an already approved one.  

Appealing against thesis assessment

A student dissatisfied with the assessment outcome of a master’s thesis (or equivalent) can submit a written appeal (request for rectification) to the relevant Faculty Council within 14 days of receiving the results.

An appeal can be delivered in writing or by email.

Postal address: Tampere University, FI-33014 Tampere University, Finland

Street address: Kalevantie 4, campus information desk, 33100 Tampere, Finland

Email: tau [at] tuni.fi (tau[at]tuni[dot]fi)

Electronic archiving and publishing of the thesis 

According to a decision by the National Archives of Finland (AL/11085/07.01.01.03.02/2016) on the permanent electronic preservation of universities’ theses and Tampere University’s information control plan that is based on it, Tampere University’s Master’s theses are permanently archived. All theses are electronically archived. The Library is in charge of archiving theses and dissertations on the University’s publication database. 

All theses are public and saved in the University’s publication database. According to the University’s strategic alignment on open science, all theses and dissertations are openly published unless the publisher’s conditions prevent it. All theses may be read with the Library’s computers and online if the student has granted permission to publish the thesis on the internet.     

After approval, all theses are stored in the comparison database of the originality checking software.  

Open Faculty of Education and Culture (EDU)

Open faculty of information technology and communication sciences (itc), open faculty of management and business (mab), open faculty of medicine and health technology (met), open faculty of social sciences (soc).

Tampere University and Tampere University of Applied Sciences (TAMK) constitute the Tampere Universities community. Our areas of priority in research and education are technology, health and society. Tampere University: +358 (0)294 5211 Tampere University of Applied Sciences : +358 (0)294 5222

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Did you mean..., diploma of arts and social sciences, art/science collaboration wins waterhouse natural science art prize, masters by thesis.

Masters by Thesis Course Information

Admission requirements.

An application may be submitted at any time. Admission is subject to availability of facilities and supervision.

Applicants must:

• Possess a degree equivalent to a Bachelor's degree from the University.
• Satisfy additional requirements, if any, that may be prescribed by the Dean (Graduate Studies).

All candidates are expected to be proficient in English comprehension and expression.

2 years full-time equivalent.

A Masters by Thesis work must show evidence of competence in research and scholarship including:

• Reviewing literature in a critical and focused manner;
• Deploying analytic, comparative and critically reflective skills as appropriate;
• Gathering and analysing material and interpreting results in an informed and competent manner;
• Utilising and justifying appropriate methodologies, techniques and processes.

The Thesis must be clearly, accurately and cogently written and suitably documented. The work must demonstrate originality and a thorough understanding of the field of study.

Course fees

Domestic students:

• Eligible applicants can apply for a Research Training Program-supported place. This will provide a tuition fee offset funded by the Australian Government's Research Training Program. Southern Cross University will then supplement this cost to cover the full program tuition fees.
• If unsuccessful in obtaining a Research Training Program place, students may be required to pay fees.
• Applications are considered on a case by case basis and the process can be highly competitive.

International students:

Course fees for International Students are $30,000 per annum, unless a tuition fee waiver has been approved as per the below detailed information. 

A request for a tuition fee offset can only be approved by the Dean, Graduate School providing there is support from the Principal Supervisor, DHDRT and Associate Dean (Research). For a request to be considered, the following criteria need to be considered:

• Academic quality of the student is of high standing;
• Appropriate level of English proficiency (International English Language Test Score (IELTS) Academic (or equivalent) with a minimum 7.0 in Writing and no other band less than 6.5);
• Expected research outcomes, quality of project and how it fits with the Supervisory team research areas;
• Whether the Faculty and Supervisory team have the resources and facilities to support the project;
• If the HDR applicant is not on a scholarship, evidence must be provided that they can support themselves during their candidature.

The Dean, Graduate School, will assess the request according to these criteria together with the application for admission to candidature and will seek further clarification if the above-mentioned criteria are not satisfied. If the tuition fee offset is approved by the Dean, this is recorded in the Student Administration System and conveyed to the student in the letter of offer for admission to candidature.

Tuition Fee Offsets that are not approved will mean the applicant will be required to pay full fees. If it is not obvious that the HDR applicant’s project will enhance the research output of the University and that of the Supervisory team, fees will apply.

• Starting your career in research is only a few steps away.
• Applications for admission to a Higher Degree by Research at Southern Cross University can be made at any time.
• Follow these steps to begin your application for a Masters by Thesis.

How to apply

1. ensure you meet degree entry requirements.

Each research program will specify its admission criteria and English language requirements on the relevant course page.

2. Prepare a research proposal

A research proposal will assist your application and help you find an appropriate supervisor. 

3. Find a supervisor

You’ll need to approach and confirm a principal supervisor and a co-supervisor for your intended candidature before starting your application.

Ready to get started?

Find a supervisor

Know what research topic you wish to pursue?

Contact the Graduate School

T:   +61 2 6620 3219

T:  +61 2 6626 9186

E:  [email protected]

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• Counseling Psychology

2024 Thesis Presentation Day

May 24, 2024

Pacifica’s ma counseling psychology program.

The Counseling Psychology Department looks forward to hosting its annual Thesis Presentation Day on Friday, May 24th. This meaningful event provides an opportunity for graduating students of the MA Counseling Psychology program present their thesis research work to fellow classmates, loved ones, faculty, staff, and the larger Pacifica community. Through this work, students have the opportunity to showcase their research findings and experiences throughout the multi-year thesis process. This event is always an important ritual experience, and it is our honor to witness our graduates as they present their research work.

Thesis Presentation Day will take place on Pacifica’s Ladera Lane campus throughout the day, from approximately 9 am – 5 pm. A livestream option via Zoom will be available for guests who are unable to attend in person or prefer to join remotely, and a detailed program of times and presenters, and Zoom registration links, will be provided in the coming weeks.

About the Master of Arts in Counseling Psychology Thesis Process

Research and writing are two ways among many of finding meaning within and conferring meaning on experience. These fundamentally human activities can be deeply imaginal and intuitive. In research and writing, we seek to uncover the deep truth of the human condition. Within the context of the Institute’s guiding vision, students are encouraged to select a research question they wish to explore in depth through the vehicle of the thesis.

Towards this end, the student is asked to:

• pursue an area of individual interest relevant to marriage and family therapy, professional clinical counseling, and depth psychology (e.g., therapeutic issues, psychological motifs, clinical procedures);
• ground this particular area of interest in a conceptual framework (e.g., background information, findings, concluding evaluation);
• demonstrate competency researching a specific area and expressing ideas with clarity and precision.

The MA Counseling Psychology thesis is the culminating expression of students’ graduate course of study and provides a forum for contributing back into the larger community the knowledge that students have gained during their educational experience.

(Schedule Overview to come)

Pacifica Graduate Institute is accredited by the WASC Senior College and University Commission (WSCUC), 985 Atlantic Avenue, Suite 100, Alameda, CA 94501, 510.748.9001, and is approved by the State of California Board of Private Postsecondary Education (BPPE) and the U. S. Department of Education.

Lambert Campus 249 Lambert Road, Carpinteria, CA 93013

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805.969.3626

From left: Paul DiStefano, Dean Levon Esters, Auja Bywater and Aditya Sapra. Credit: The Graduate School. All Rights Reserved.

Chemical engineering graduate student wins first place at Three Minute Thesis contest

March 27, 2024

Editor’s note: A version of this article originally appeared on Penn State News .  

UNIVERSITY PARK, Pa. — Aditya Sapre, a doctoral candidate in chemical engineering, won first place in the final round of Penn State’s inaugural Three Minute Thesis (3MT) competition, held on March 23 at the Penn Stater Hotel & Conference Center. He won a $1,000 cash prize and will advance to represent Penn State at the regional Three Minute Thesis competition at the Northeastern Association of Graduate Schools.    

“It’s very, very exciting,” Sapre said. “I have been practicing this for a long time and it’s all with the support of my group members and my professor who helped me trim the pitch in a particular way to convey all the points of our research and stay in three minutes.”   

Two other Penn State graduate students were honored as award recipients in the final round of the contest.  

“We have some extremely talented students,” said Levon Esters, vice provost for graduate education and dean of the Graduate School following the event's presentations. “It really makes me feel proud to be dean of the Graduate School at Penn State and know I’m going to come to work every day and be in the midst of talented students like yourselves. You all are going to do great things for years to come. A lot of the research we learned about today is going to change lives in so many impactful ways.”    

Auja Bywater, a doctoral student in food, science and technology, was awarded the $500 second-place prize. Paul DiStefano, a doctoral student in cognitive psychology, earned $500 and the People’s Choice Award, sponsored by the Graduate and Professional Student Association. Sapre and Bywater were selected by a panel of invited judges, and DiStefano’s award was chosen via in-person and online voting from the audience after the competition ended.    

The judges for the final round included Penn State alumnus Bimal Balakrishnan, professor and associate dean for research, College of Arts and Architecture, Mississippi State University; Kathy Drager, associate dean for research and graduate education, College of Health and Human Development, and professor of communication sciences and disorders; Esther Obonyo, associate professor of architectural engineering and director of Penn State’s Global Building Network; and Priyanka Paul, Penn State doctoral student in human development and family studies.    

The award recipients were three of 11 finalists that competed on March 23. That group came from a group of 60 students from 42 graduate programs who submitted videos as part of the first round of the competition earlier this year.   

Sapre’s presentation was titled “High Throughput and Cost-Effective Ways of Protein Identification,” and focused on one of the foremost challenges in drug discovery, pinpointing the specific target protein that can bind with the correct drug. Bywater’s presentation was titled “Improving Food Safety: Exploring Bacterial Diversity in Hydroponic Farming,” and shared her study that carried out a longitudinal assessment of microbial load of nutrient solution in different hydroponic farming systems. DiStefano’s presentation, titled “Is a Hotdog a Sandwich?: Measuring Overinclusive Thinking and Creativity,” provided an overview of a novel measure he developed that is designed to assess overinclusive thinking.    

The Three Minute Thesis is an academic research communication competition developed by the University of Queensland, Australia. Through the competition, graduate and professional students honed their academic and research presentation skills and their ability to effectively explain their research to a general audience. Each competitor had three minutes to speak and could use only one presentation slide.    

The Graduate School hosted the first University-wide 3MT competition in 2024 and plans to host another competition in the 2024-25 academic year. More information will be available on the Graduate School’s website in the fall 2024 semester.    

The event was live streamed and recorded, and community can view the competition on the Graduate School’s YouTube channel.

The Graduate School: 2024 Three Minute Thesis Competition. Credit: The Graduate School at Penn State

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Evan Webber Master's Degree Thesis Defense

Congratulations evan webber for successfully defending your master's degree thesis, evan webber.

Master’s Degree Candidate Dr. Chris Phiel's Lab CU Denver Department of Integrative Biology

Date: Wednesday, April 3rd, 2024, 10:00am - 12:00pm Where: Science Building, Room 1067

Tropomyosin directs myogenesis by regulating actin dynamics.

Through the process of muscle development (myogenesis), muscle progenitor cells become mature muscles. Key stages in this process are myotube elongation and myoblast fusion, which are crucial for proper muscle function. However, the pathways that direct myotube elongation and myoblast fusion remain largely unknown. Tropomyosin, more commonly known for regulating contraction in mature muscles, plays a role in elongation and fusion, as evidenced by its ability to rescue both processes when overexpressed in mutant embryos. Additionally, mutations in human Tropomyosins produce serious congenital myopathies that are similar to elongation defects observed in mutant embryos.

I utilized the fruit fly ( Drosophila melanogaster ) as a model for muscle development. I performed genetic interaction experiments in order to understand how Tropomyosin regulates elongation, fusion, and filopodial dynamics. Through analysis of muscle defects in embryos containing mutant alleles for Tropomyosin and genes regulating actin dynamics, genetic interactions were identified in myotube elongation. These interactions indicated that Tropomyosin has roles in stabilizing the actin filament and regulating other actin binding proteins. Analysis of filopodia in live-imaged embryos also suggested that Tropomyosin increases filopodial longevity, which may implicate a role in myotube pathfinding and environmental sensing. These effects appear to be limited to myotube elongation, as no interactions occurred between Tropomyosin and regulators of actin dynamics during myoblast fusion. This disparity suggests that different pathways govern elongation and fusion.

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Masters Tournament

Augusta National Golf Club

A HISTORY OF EVERY HOLE AT AUGUSTA

EVERY HOLE AT AUGUSTA

Masters 2024

Masters 2024: Spieth's un-millennial comment, Charlie Woods' bold move and 5 other superlatives from Tuesday's press conference gauntlet

AUGUSTA, Ga. — As is tradition, Tuesday is press conference day at the Masters. A total of nine players rolled through the interview room in the press building at Augusta National, among them defending champion Jon Rahm, five-time Masters winner Tiger Woods and World No. 1 Scottie Scheffler.

In other words, there were a lot of quotes to sift through at day's end. Phrases to parse, thoughts to spin zone, etc. etc. Below we picked out some of our favorites, superlatives style, from the presser gauntlet that was Tuesday at ANGC.

RELATED: Masters 2024: Nick Faldo mocks worst Champions Dinner he's ever attended

Most un-millennial comment from a millennial: Jordan Spieth

Even if you haven't even been to Augusta National, you likely know of the strict—and I mean, STRICT—no cell phone policy on the grounds. It makes for a very different environment that earns universal praise year after year from old heads and young heads alike. Jordan Spieth, firmly in the millennial camp at 30 years old, absolutely loves the policy, even if he's aware how important phones are for the growth of the sport. 

"It's amazing," Spieth said. "But I also understand how advantageous cell phones are for the growth of our sport. So, it's nice for a week, but if it was every tournament, you know, we would — our growth would be limited.

"But what's really cool about it is you just feel that everyone's very, very present. They're not focused on if they got the right shot that they're sending and maybe they don't even know where your ball went, right? And here the patrons are — just like at the Open Championship, they're just highly educated, they're very involved, they're very present. So you end up having those kind of roars and stuff that may be similar but might not be, you know, with the phones out. You know, it just — I think from a player in the ropes, which is the way you asked me the question, it's very nice because you feel like everyone's there with you all the time."

It's a very interesting point. I hadn't considered — are the "roars" louder at Augusta because, you know, people are actually roaring and not looking down at their phones and missing the action? He might be on to something. 

Best "I have better plans, thanks" moment: Charlie Woods (??)

Tiger Woods was asked how often he's able to bring his son and fellow golf nut, Charlie, to Augusta National. The 15-time major champion said it's been a few years since young Chuckster has been on the grounds, though he had an opportunity to come last weekend and ... didn't?

"We haven't played in a couple years now," Woods said. "I came up here last weekend. He wanted to be at home. So I came up here, and came up here and got a chance to play with the chairman and Rob and JT, and we had just an absolute blast."

We don't want to read too much into it, but the implication here seems to be that Tiger asked Charlie if he wanted to come last weekend and Charlie essentially said thanks but no thanks. Better plans? More exclusive invite? Just wanted to chill? Whatever it was, we can't imagine ever turning down a trip to Augusta, but Charlie is at the age where hanging out with the boys is a lot cooler than hanging out with dad. Even if dad is the greatest golfer of all time and he has an in at one of the best courses in the world. 

RELATED:  Mike Tirico has two (very good) reasons for not entering the Masters Media Lottery

Most blissfully unaware moment: Ludvig Aberg

Not only is this the young Swede's first Masters, it's his first major, period. When he was informed that a first-timer hasn't won here since Fuzzy Zoeller did it in 1979, here's what he had to say:

"I actually didn't know that stat up until just now."

That's the exact type of unawareness that could make this young lad the first first-time winner at Augusta since Fuzzy Zoeller in 1979. 

Best "ahh, he said it!" moment: Wyndham Clark

There's a great scene in the show "Family Guy" where they make fun of movies that have a character say the title of the movie at some point in the film. Peter Griffin's reaction each time it happens is "ahh! he said it!" That's how I felt when Wyndham Clark dropped this line when talking about how he was soaking in his first trip to the Masters. 

"The overall ambiance is amazing here," Clark said. "The patrons are so good at kind of respecting the golf but yet still being great, you know, showing excitement when we hit good shots, but then being respectful when we're playing.

"So you just have this feel when you're at this golf course and at this tournament  that is unlike any other ."

Ahh! He said it!

Andrew Redington

Most cringey moment for a Viktor Hovland bettor: Viktor Hovland

Normally, when a guy is playing as poorly as Viktor Hovland is, you should stay away from them entirely as a bettor. The problem is, when a guy like Viktor Hovland's odds inflate to 35-to-1, depending on where you look, it's almost impossible to resist. The talent! The ceiling! It's a misprice! He was first-round leader here last year! Why not Vik?!?!

All we'll say is, proceed with caution. The man has been grinding away of late, and even he admitted he's still not getting what he wants out of those grind sessions. 

"It depends. Sometimes you feel like you are making progress," Hovland said of his lengthy range routines. "I would say a little bit recently it hasn't been that satisfactory, but at the same time, it's, like, either if you don't see the results, you can always learn something. So if you didn't get better, okay, well, what did I try to do today, and then you know, okay, well, that doesn't work, then we need to try something else."

Not too late to cash out those Hov tickets, folks. 

RELATED:  Why Scottie Scheffler and Sam Burns might WD

Most Justin Jefferson-like catch: Rory McIlroy

Considering all the pain this event has caused him over the years, Rory McIlroy was asked how much emphasis he puts on actually enjoying this week just like the rest of us do. He believes that's one of the keys to winning here—enjoying everything that comes with this week. 

"Thankfully, I've improved a bit since my first start here," he said. "And I feel like I've got all the tools to do well this week. But, again, to bring those tools out, I think one of the most important things is to enjoy it and smell the—I guess not the roses, the azaleas along the way."

Wow, great catch there, Rors. We've seen what happens to guys who refer to the patrons as "fans" or a "mob" at Augusta National. Mistaking azaleas for roses could have gotten him a one-year ban (kidding, we think). 

Best "I don't care but I definitely care" moment: Brooks Koepka (obviously)

This has been Koepka's calling card his whole career. Put off the vibe that he couldn't care less about golf while simultaneously caring very deeply about winning the four biggest events of the year. This exchange is peak Brooks:

Q.   You have now got as many major championships as, if I've got my facts right, Byron Nelson, Seve Ballesteros and Peter Thomson. Is that type of thing important to you, or is it really, for you, more about just going out and playing golf and winning?

BROOKS KOEPKA: During the moment it's about going to play golf and go do you what I do. But there's 19 other people in front of me, I do know that.

Knowing the exact amount of guys ahead of you on the major count list off the top of your head is a clear indication that this man cares very much. That's good! We love an athlete that cares. Now, the question is, can he name all 19 of them like Detroit Lions wide receiver Amon-Ra St. Brown can name every receiver that went ahead of him in the 2021 NFL Draft? Now THAT would be an impressive level of caring. 

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