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Curriculum Vitae Prof
Curriculum Vitae Prof. Dr. med. Raoul Christian Sutter Personal Particulars _________________________________________________________________________________________________________________ Prof. Dr. med. Raoul Christian Sutter FMH Neurology FMH Intensive Care Medicine FMH cert. Electroencephalography Department of Intensive Care Medicine University Hospital Basel Switzerland Spouse: Prof. Dr. med. Sarah Tschudin-Sutter, MD, MSc Division of Infectious Diseases and Hospital Epidemiology University Hospital Basel Switzerland Current Position _________________________________________________________________________________________________________________ Senior physician & Research Director in Neurocritical Care (Departement Klinische Forschung DKF) Department of Intensive Care Medicine University Hospital Basel Switzerland University Degrees & Summary of Qualifications _________________________________________________________________________________________________________________ Medical Doctor 2002 Board certified in Neurology (FMH) 2010 Board certified in Epileptology and Electroencephalographie (SSCN) 2010 (recertified 2020) Venia docendi (Privatdozent) in Neurology and Neurocritical Care 2014 Board certified in Intensive Care Medicine (FMH) 2018 Professorship 2020 _____________________________________________________________________________________________________ ResearchGate PubFacts Publons LinkedIn Orchid 1 Certified in „Advanced Cardiac Life Support“ (ACLS) 2011 Certified as consultant for the “Swiss Medical Insurances” (SIM) 2011 -
Guidelines for Writing a Thesis Or Dissertation
GUIDELINES FOR WRITING A THESIS OR DISSERTATION CONTENTS: Guidelines for Writing a Thesis or Dissertation, Linda Childers Hon, Ph.D. Outline for Empirical Master’s Theses, Kurt Kent, Ph.D. How to Actually Complete A Thesis: Segmenting, Scheduling, and Rewarding, Kurt Kent, Ph.D. How to Make a Thesis Less Painful and More Satisfying (by Mickie Edwardson, Distinguished Professor of Telecommunication, Emeritus, ca. 1975), provided by Kurt Kent 2007-2008 Guidelines for Writing a Thesis or Dissertation Linda Childers Hon Getting Started 1. Most research begins with a question. Think about which topics and theories you are interested in and what you would like to know more about. Think about the topics and theories you have studied in your program. Is there some question you feel the body of knowledge in your field does not answer adequately? 2. Once you have a question in mind, begin looking for information relevant to the topic and its theoretical framework. Read everything you can--academic research, trade literature, and information in the popular press and on the Internet. 3. As you become well-informed about your topic and prior research on the topic, your knowledge should suggest a purpose for your thesis/dissertation. When you can articulate this purpose clearly, you are ready to write your prospectus/proposal. This document specifies the purpose of the study, significance of the study, a tentative review of the literature on the topic and its theoretical framework (a working bibliography should be attached), your research questions and/or hypotheses, and how you will collect and analyze your data (your proposed instrumentation should be attached). -
Format Instructions for Pitt Public Health Essays, Thesis, And
Pitt Public Health Academic Handbook Academic Year 2016-17 Format Instructions for Pitt Public Health Essays, Theses, and Dissertations September 2013 Before you start: In addition to these format instructions, be sure you are aware of the following: • general requirements for the research and document as specified by your department and your advisor, and • rules regarding committee or readers. Before you finish: Early in the semester in which you intend to graduate you should start looking at the detailed information on how to submit the electronic essay, thesis, or dissertation on the graduation Web page of Pitt Public Health. Questions should be directed to Joanne Pegher in the Office of Student Affairs. Generic research document outline: Many students have found the following description of the components of a typical thesis/dissertation helpful as they begin to plan the layout of the document. Some essay writers may also choose to use this format. Other sources of format information: You will also find it useful refer to a style guide such as Strunk and White's Elements of Style or the Chicago Manual of Style. Consult with your department and/or advisor about recommended style guides. Bibliography: You may find it useful to use software such as Endnote for managing your bibliography. ETD (electronic thesis and dissertation) Web site: Your basic source for format instructions is the University’s ETD Web site. This includes instructions, templates, forms, support, and a portal to view all University of Pittsburgh theses and dissertations that have been submitted in the past. However, there are some minor differences in format requirements between the general University guidelines and Pitt Public Health. -
Students Seeking Information for Their Master's Thesis - the Effect of the Internet
Students seeking information for their Master's thesis - the effect of the Internet Vol. 12 No. 2, January 2007 Contents | Author index | Subject index | Search | Home Students seeking information for their Masters' theses: the effect of the Internet Paulina Junni Hanken - Swedish School of Economics and Business Administration, PB 479 (Arkadiankatu 22), 00101 Helsinki, Finland Abstract Introduction. The Internet has radically changed the global availability of scholarly publications. Today, a substantial part of the resources accessible for researchers and university students are offered through electronic site licenses, making the supply of easily obtainable information larger than ever. This brings forth an important question: what are the qualitative and quantitative effects of this development on the use of reference material in research and studies? Method. To address the research question, reference lists of Masters' theses from 1985, 1993 and 2003 were studied in three disciplines: economics, psychology and mathematics, followed by semi-structured interviews of students who had finished their thesis in 2003. Analysis. The quantitative data were analysed using analysis of variance (ANOVA) with the statistical program SPSS, where the significance of the results was measured with Dunnet's t- test. Results. The findings showed a substantial increase in the use of scholarly articles as references throughout the studied time periods, although the amount of other information sources had remained largely unchanged. There were also significant differences between the three disciplines in the contents of their reference lists, the amount of Internet resources that students used, how they sought and obtained publications, and how they selected their sources. Conclusions. The Internet appears to have had a profound effect on the type and quantity of information that students use as references in Master's theses. -
The Declining Scientific Impact of Theses: Implications for Electronic Thesis and Dissertation Repositories and Graduate Studies1
The declining scientific impact of theses: Implications for electronic thesis and dissertation repositories and graduate studies1 Vincent Larivière,a,d Alesia Zuccala,b and Éric Archambault a,c a Observatoire des sciences et des technologies (OST), Centre interuniversitaire de recherche sur la science et la technologie (CIRST), Université du Québec à Montréal, Montréal, Québec (Canada) b Rathenau Instituut, Den Haag (Nederlands) c Science-Metrix, Montréal, Québec (Canada) d Graduate School of Library and Information Studies, McGill University, Montréal, Québec (Canada) Abstract Although the writing of a thesis is a very important step for scientists undertaking a career in research, little information exists on the impact of theses as a source of scientific information. Knowing the impact of theses is relevant not only for students undertaking graduate studies, but also for the building of repositories of electronic theses and dissertations (ETD) and the substantial investment this involves. This paper shows that the impact of theses as information sources has been generally declining over the last century, apart from during the period of the “golden years” of research, 1945 to 1975. There is no evidence of ETDs having a positive impact; on the contrary, since their introduction the impact of theses has actually declined more rapidly. This raises questions about the justification for ETDs and the appropriateness of writing monograph style theses as opposed to publication of a series of peer-reviewed papers as the requirement for fulfilment of graduate studies. Bibliographic Information This Post-Print is the version of the article accepted for publication. Received February 12, 2007. Published online November 14, 2007, in SpringerLink (http://link.springer.com/ Jointly published by Akadémiai Kiadó, Budapest, and Springer, Dordrecht Vincent Larivière, Alesia Zuccala and Éric Archambault. -
Monograph-Style Theses and Dissertations Table of Contents
Monograph-Style Theses and Dissertations Table of Contents (use control+click to navigate directly to a section) Monograph-Style Theses and Dissertations .............................................................................................. 1 Introduction ................................................................................................................................................. 2 Choosing Monograph Style ........................................................................................................................... 3 Who Decides When a Thesis or Dissertation is Ready to Be Archived? .................................................. 4 Format Requirements That Must be Met ..................................................................................................... 4 Elements of a Thesis or Dissertation—Front Matter, Body and Back Matter .............................................. 4 Other Format Requirements that MUST be met ...................................................................................... 5 Page Size ............................................................................................................................................... 5 Text ....................................................................................................................................................... 5 Line Spacing........................................................................................................................................... 5 Margins ................................................................................................................................................ -
WHAT IS ATHESIS? a Thesis Is an Important Part of Any Essay, Expository Or Argumentative, Because It Introduces a Pattern Of
WHAT IS ATHESIS? A thesis is an important part of any essay, expository or argumentative, because it introduces a pattern of de- velopment for the rest of your paper to follow. Think of it as a string of pearls; each pearl represents an idea within your paper, and all of the pearls have a common string running through them. That string is your thesis. • communicates your main idea in a clear, concise manner; • is more than just a general statement, fact, or question; • answers why or how questions related to the chosen topic; • is carefully worded to avoid confusion; • presents your essay’s direction and scope; and • creates a reason for your reader to keep reading. Note: different disciplines have different requirements of what constitutes an appropriate thesis. You should always consult your professor before beginning any writing assignment. While the term “thesis” may imply finality, your thesis may begin as a “working thesis” before you achieve your final focus. In many disciplines, it is helpful to research your topic and become fully immersed in it be- fore deciding upon a direction for your paper. Your thesis can always be reworked as you delve further into writing your paper. Think of your “working the- sis” in the same way you would the rough draft of your paper. As you write your essay, you may find that your thesis is either too general or too specific; at this point, it may be necessary to tweak your thesis to accu- rately reflect what you have discussed in the paper. Through this process, you will be able to identify what your paper still needs to say and what information within your paper is not necessary. -
Writing a Strong Abstract
Writing a Strong Abstract www.sites.psu.edu/pubhub Writing a Strong Abstract An abstract is a succinct yet comprehensive summary of your article. Getting published, presenting at conferences, and getting more people to read your manuscript all require strong abstracts. In this module, you will learn: 1. The two primary types of abstracts 2. What content belongs in an abstract 3. Tips for writing your abstract 1. Types of Abstracts The type of abstract that you should write for your article depends on your research field and the journal that you submit your manuscript to. There are two primary types of abstracts: 1. Descriptive Abstract: Very short (≤100 words): Indicates the type of information found in the article but does not include information on the results or a conclusion. 2. Informative Abstract: Summary of the entire paper’s essential points; typically in 250-350 words. For a conference, journal, or book submission, you will likely write an informative abstract. a. Structured Informative Abstract: Summary of introduction, methods, results, discussion, and conclusion, each with section titles for organization. b. Check out this video about abstracts from editage.com. Writing a Strong Abstract www.sites.psu.edu/pubhub 2. Abstract Contents 1. All abstracts must be able to stand on their own as a representation of your work. First consider the different parts of the abstract that you will need. According to Cargill and O’Connor (2009), there are five parts that you must succinctly cover: a. Background information b. Principal purpose of the study and its scope c. Information on the methods used d. -
Table of Contents
TABLE OF CONTENTS Recommendation Letter I Approval Sheet II Declaration III Acknowledgments IV Table of Contents V List of Tables VII List of Figures VIII Acronyms/Abbreviations IX CHAPTER I INTRODUCTION 1.1 Background of the Study 1 1.2 Statement of the Problem 5 1.3 Objectives of the Study 6 1.4 Significance of the Study 6 1.5 Limitations of the Study 7 1.6 Outlines of the study 7 CHAPTER II LITERATURE REVIEW 2.1 National Literature Review 8 2.2 International literature review 15 2.3 Research Gap 20 CHAPTER III METHODOLOGY 3.1 Introduction of Study Area 21 3.2 Research Design 22 3.3 Sources of Data 22 3.4 Primary Data 22 3.4.1 Questionnaire survey 22 3.5 Secondary data 24 3.6 Method of Analysis 24 v CHAPTER IV FAMILY STATUS OF CHILD LABORS 4.1 Educational Status of Parents 26 4.2 Occupations of Child Labors’ Parents 26 4.3 Family Income of Child Labor 27 4.4 Family Income 28 4.5 Land Ownership 29 4.6 Number of Family Member’s in Child Labor's Family 30 CHAPTER V CAUSES AND CONSEQUENCES OF INCREASING CHILD LABOR 5.1 Situation of child labor in Nepal 32 5.2 The Causes of Increasing Child Labor 33 5.2.1 Educational Status of Parents 33 5.2.2 Economic Conditions of Family Members 33 5.2.3 Non-availability of Proper Basic Needs in Home 34 5.2.4 Large Size of Family 35 5.2.5 Multiple causes 36 5.3 Consequences of Increasing Child Labor 38 5.3.1 Positive Consequences 38 5.3.2 Negative Consequences of Increasing Child Labor 40 CHAPTER VI SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS 7.1 Summary 47 7.2 Major Findings 47 7.3 Conclusion 50 -
SASEC) Power System Expansion Project (SPEP
Environmental Impact Assessment February 2014 NEP: South Asia Subregional Economic Cooperation (SASEC) Power System Expansion Project (SPEP) Prepared by Nepal Electricity Authority for the Asian Development Bank. This environmental impact assessment is a document of the borrower. The views expressed herein do not necessarily represent those of ADB's Board of Directors, Management, or staff, and may be preliminary in nature. Your attention is directed to the “terms of use” section of this website. In preparing any country program or strategy, financing any project, or by making any designation of or reference to a particular territory or geographic area in this document, the Asian Development Bank does not intend to make any judgments as to the legal or other status of any territory or area. Asian Development Bank Nepal: South Asia Subregional Economic Cooperation (SASEC) Power System Expansion Project (SPEP) On-grid Components ENVIRONMENTAL IMPACT ASSESSMENT Draft – February 2014 i ADB TA 8272-NEP working draft – February 2014 TABLE OF CONTENTS Section Page 1 Executive Summary 1 2 Policy, Legal, and Administrative Framework 4 3 Description of the Project 19 4 Description of the Environment 28 Anticipated Environmental Impacts and Mitigation 5 96 Measures Information Disclosure, Consultation, and 6 112 Participation 7 Environmental Management Program 115 8 Conclusions and Recommendations 12 8 Appendices 1 Important Flora and Fauna 13 7 2 Habitat Maps 15 9 3 Summary of Offsetting Activities 16 9 Routing Maps in Annapurna Conservation Area -
Environmental Impact Assessment (Draft) NEP: SASEC Roads
Environmental Impact Assessment (Draft) June 2016 NEP: SASEC Roads Improvement Project Prepared by Department of Roads, Ministry of Physical Infrastructure and Transport, Government of Nepal for the Asian Development Bank. CURRENCY EQUIVALENTS (as of 27 May 2016) Currency unit – Nepalese rupee (NPR) NPR1.00 = $ 0.00931 $1.00 = 107.432 ABBREVIATIONS ADB - Asian Development Bank BOQ - Bill of Quantities BZMC - buffer zone management committee CNP - Chitwan National Park CFUGs -- Community Forest User Groups CSC - Construction Supervision Consultants DOR - Department of Roads DBST - double bituminous surface treatment EIA - Environmental Impact Assessment EMP - Environmental Management Plan EMOP - Environmental Monitoring Plan EPA - Environment Protection Act GHG - greenhouse gas emission GRM - grievance redress mechanism GRC - grievance redress committee IUCN - International Union for Conservation of Nature GoN - Government of Nepal MHC - Mid-Hill East-West Corridor MOEST - Ministry of Environment, Science and Technology MOPIT - Ministry of Physical Infastructure and Transport NPWCA - National Parks and Wildlife Conservation Act NGO - Non-governmental organization PIP - Priority Investment Plan REA) Rapid Environmental Assessment ROW - right-of-way SWRP - Sector Wide Road Program SPS - Safeguard Policy Statement TNM - Traffic Noise Model TYIP - Three Year Interim Plan WWF - World Wildlife Fund This environmental impact assessment is a document of the borrower. The views expressed herein do not necessarily represent those of ADB's Board of Directors, Management, or staff, and may be preliminary in nature. In preparing any country program or strategy, financing any project, or by making any designation of or reference to a particular territory or geographic area in this document, the Asian Development Bank does not intend to make any judgments as to the legal or other status of any territory or area. -
SAMBAD: Dialogue for Peace Project
SAMBAD: Dialogue for Peace Project BASELINE SURVEY REPORT Submitted to: CARE Nepal Regional Office Bharatpur, Chitwan Submitted by: Bijay Kumar Singh, Ph.D. Kathmandu, Nepal Email: [email protected] January 2014 Study Team Bijay Kumar Singh, Ph.D. Team Leader (Consultant) Mr. Santos Kumar Shah Statistician SAMBAD/CARE Nepal Team Ms. Nirmala Sharma Program Coordinator. CARE Nepal Mr. Madhav P. Dhakal Project Manager, SAMBAD/ CARE Nepal Ms. Bimala Puri Community Dialogue Officer, SAMBAD/ CARE Nepal Mr. Bishnu Nepali Monitoring and Evaluation Office, SAMBAD/ CARE Nepal Mr. Amleshwar Singh Impact Measurement and Learning Manager, CARE Nepal Partner NGO Team Ms. Mibusha Ghimire District Project Coordinator, LARC Mr. Madan Prajapati Field Supervisor, NAMUNA Ms. Chandani Chhetri Finance Assistant, NAMUNA Mr. Rajesh K. Chaudhary Finance Assistant, LARC Field Data Collectors LARC, Nawalparasi Ms. Sarita Adhikari Ms. Phoolmaya Paswan Ms. Menka Shree Rajkumari Mr. Ramhari Dusadh Mr. Ravi Shanker Harijan NAMUNA, Rupandehi Ms. Sonika Shrestha Mr. Jeewan B.K. Mr. Mukunda Paudyal Ms. Bindramati Chaudhary Mr. Dinesh Aryal Special Contribution in the Baseline Survey for Data Collection Mr. Prem Nath Gyawali - LPC Secretary, Rupandehi Ms. Anjana Acharya - LPC Secretary, Nawalparasi Acknowledgements The Team Leader would like to express his gratitude to CARE Nepal for the opportunity given again to serve the organization. He would like to extend his sincere thanks to Officials of CARE Nepal Mr. Madhav P. Dhakal, Ms. Nirmala Sharma, Mr. Amleshwar Singh, Ms. Bimala Puri, Mr. Bishnu Nepali and Mr. Chuda Basnet for their kind cooperation and hearty support in successfully completion of the assignment on time. He would like to earnestly extend his special gratitude to Under Secretary Mr.