child dissertation meaning

• Search All Scholarships
• Exclusive Scholarships
• Easy Scholarships to Apply For
• No Essay Scholarships
• Scholarships for HS Juniors
• Scholarships for HS Seniors
• Scholarships for College Students
• Scholarships for Grad Students
• Scholarships for Women
• Scholarships for Black Students
• Scholarships
• Student Loans
• College Admissions
• Financial Aid
• Scholarship Winners
• Scholarship Providers

Student-centric advice and objective recommendations

Higher education has never been more confusing or expensive. Our goal is to help you navigate the very big decisions related to higher ed with objective information and expert advice. Each piece of content on the site is original, based on extensive research, and reviewed by multiple editors, including a subject matter expert. This ensures that all of our content is up-to-date, useful, accurate, and thorough.

Our reviews and recommendations are based on extensive research, testing, and feedback. We may receive commission from links on our website, but that doesn’t affect our editors’ opinions. Our marketing partners don’t review, approve or endorse our editorial content. It’s accurate to the best of our knowledge when posted. You can find a complete list of our partners here .

What is a Dissertation? Everything You Need to Know 

Cait Williams is a Content Writer at Scholarships360. Cait recently graduated from Ohio University with a degree in Journalism and Strategic Communications. During her time at OU, was active in the outdoor recreation community.

Learn about our editorial policies

Cari Schultz is an Educational Review Board Advisor at Scholarships360, where she reviews content featured on the site. For over 20 years, Cari has worked in college admissions (Baldwin Wallace University, The Ohio State University, University of Kentucky) and as a college counselor (Columbus School for Girls).

Maria Geiger is Director of Content at Scholarships360. She is a former online educational technology instructor and adjunct writing instructor. In addition to education reform, Maria’s interests include viewpoint diversity, blended/flipped learning, digital communication, and integrating media/web tools into the curriculum to better facilitate student engagement. Maria earned both a B.A. and an M.A. in English Literature from Monmouth University, an M. Ed. in Education from Monmouth University, and a Virtual Online Teaching Certificate (VOLT) from the University of Pennsylvania.

Your dissertation, the final piece of the puzzle that stands between you and the completion of your doctoral degree . Okay, so that’s not the actual definition of the word “dissertation,” but when you’re writing one, that can feel true at times! Keep reading to learn the academic definition and take a more in depth look at what a dissertation is and how to navigate writing one. So, let’s go!  

Related : Top fully funded PhD programs

Dissertation vs. thesis  

While dissertation and thesis are sometimes used interchangeably, they actually refer to two different pieces of writing. A thesis is traditionally completed at the end of a masters program . It is based on pre-existing research and showcases your ability to understand the information you have been learning about in your program.   

A dissertation is much longer than a thesis and is completed at the end of a PhD or doctorate program . It is the last thing you need to complete in order to earn your doctorate in your chosen field. It will be about a topic of your choosing that is within your field of study. Instead of using all pre-existing information though, you will conduct a portion of your own research and propose new ideas.

See also : Top scholarships for graduate students   

What do you write about when completing a dissertation?

What you write about will depend on what field of study you are in. A dissertation is designed to be your own. Meaning that what you write about should be a new idea, a new topic, or question that is still unanswered in your field. Something that you will need to collect new data on, potentially interview people for and explore what information is already available.  

Generally, an idea will need to be approved or at least discussed with whoever is overseeing your dissertation before you begin writing. It’s important to put time and effort into choosing a topic that you will be able to find either existing research for and add to, or a topic that you will be able to establish your own methods of data collection for. Again, the goal of your dissertation is to add to your field.   

How long does a dissertation need to be?  

Your dissertation length will vary, but you can generally count on it to be around 2-3 times the length of your thesis. A standard thesis is roughly 80 to 100 pages. So, on the short end you’re looking at a 200 pages dissertation, while the longer end can reach as high as 400 pages.  

How long does it take to write?  

The page count for a dissertation is enough to scare even the best writers away, but take a breath and rest easy knowing that this is not something you complete in just one semester or even two. On the short end you will have a year to write your dissertation, while the longer end can offer as much as two years to complete your dissertation. During this time, you will work with an advisor who can watch over you and help you along the way.  

The parts of a dissertation   

A dissertation is not just one long paper you must write. Thankfully, it is broken down into manageable pieces that you complete over time.  

Choosing a topic  

The first thing you will do is come up with your topic. Again, your topic will need to be approved by whoever is overseeing your dissertation. If they think that it may not be a strong topic, they will let you know. Even if a topic is approved though, you’ll need to do research around that topic first to make sure that it has not already been covered, or if it has that you take into consideration what has been done and add to the topic in a new way.  

Research  

Research can mean looking at what already exists, as well as conducting your own research to add to a proposed idea of yours. Your research can take many different forms depending on what field you are in. Research can be costly at times, so be sure to check out what funding opportunities are available for doctoral research. There are even post PhD research grants you should be familiar with if you intend to continue researching.  

Chapter break down  

A dissertation generally consists of five chapters. We’ve written them out below with a brief description of each and what they include.   

Introduction – Just as you would expect, this is where you will introduce your topic and what you plan to discuss  

Literature review – This section will address the research you have found that has already been done, or found has not been done, that pertains to your topic  

Methodology – How you go about collecting information for your dissertation, whether it be conducting your own research or delving deep into what has already been done, will be discussed in the methodology section 

Results – Your results will analyze the information you gathered  in regard to your topic 

Discussion – Finally, your discussion section will assess the meaning of your results and it is also where you will add your own ideas, rooted in research, about what those results mean in a broader context in regard to your field 

There will be more parts of your dissertation that are not included in the chapters, but the bulk of your dissertation will be made up by these five chapters. Things like title pages, references, appendices, and table of contents will also be included.  

Defending your dissertation  

Believe it or not, it’s not enough just to write your dissertation–you also have to defend your dissertation. This is another reason why taking a thorough amount of time to choose your topic is so important. You’ll likely need to propose your initial dissertation idea, but that will be much simpler and shorter. Your final defense will be much lengthier and in depth.  

During your defense, you will present your dissertation to a committee. It’s likely that you’ll be at least somewhat familiar with those on the committee; they are not just randomly picked. They will ask you questions about your research, and you will need to respond to each question. A defense generally takes around two hours. The point of a defense is not to have people try to undermine your work, but for you to exemplify your expertise in your field.  

Failing your dissertation  

Nobody wants to think about failing, but unfortunately, you can fail your dissertation. However, let’s talk about a few things before we just leave it at that. First, if you are afraid of failing your dissertation, this is something that you should speak to your advisor about. They can help you determine if there should be legitimate concerns or if you are getting in your own head.  

Second, even if you do fail your dissertation, you are usually allowed to resubmit one time. This of course is not ideal, but it does give you a little room to breathe. Your goal is to do great from the start, but remember this is not an easy task. You’ll likely have plenty of bumps along the way! 

Again, if you have concerns about failing, address them sooner rather than later and seek help. There are bound to be plenty of people and services around you, as well as additional services that you can pay for which will help review your materials and guide you along.

Key Takeaways

• Dissertations are completed as the last step of your PhD or doctorate degree 
• Your dissertation will be related to a topic or question in your field of study that you choose 
• Dissertations take anywhere from one to two years to complete and can be upwards of three hundred pages long 
• Your dissertation is designed to showcase your expertise in your field and your addition of new ideas to the field about a particular question or area 

Frequently asked questions about dissertations  

Do all doctorates require a dissertation, how difficult is a dissertation, who reads your dissertation, scholarships360 recommended.

10 Tips for Successful College Applications

Coalition vs. Common App: What is the difference?

College Application Deadlines 2023-2024: What You Need to Know

Trending now.

How to Convert Your GPA to a 4.0 Scale

PSAT to SAT Score Conversion: Predict Your Score

What Are Public Ivy League Schools?

3 reasons to join scholarships360.

• Automatic entry to our $10,000 No-Essay Scholarship
• Personalized matching to thousands of vetted scholarships
• Quick apply for scholarships exclusive to our platform

By the way...Scholarships360 is 100% free!

What Exactly Is A Dissertation (Or Thesis)?

If you’ve landed on this article, chances are you’ve got a dissertation or thesis project coming up (hopefully it’s not due next week!), and you’re now asking yourself the classic question, “what the #%#%^ is a dissertation?”…

In this post, I’ll break down the basics of exactly what a dissertation is, in plain language. No ivory tower academia.

So, let’s get to the pressing question – what is a dissertation?

A dissertation (or thesis) = a research project

Simply put, a dissertation (or thesis – depending on which country you’re studying in) is a research project . In other words, your task is to ask a research question (or set of questions) and then set about finding the answer(s). Simple enough, right?

Well, the catch is that you’ve got to undertake this research project in an academic fashion , and there’s a wealth of academic language that makes it all (look) rather confusing (thanks, academia). However, at its core, a dissertation is about undertaking research (investigating something). This is really important to understand, because the key skill that your university is trying to develop in you (and will be testing you on) is your ability to undertake research in a well-structured structured, critical and academically rigorous way.

This research-centric focus is significantly different from assignments or essays, where the main concern is whether you can understand and apply the prescribed module theory. I’ll explain some other key differences between dissertations or theses and assignments a bit later in this article, but for now, let’s dig a little deeper into what a dissertation is.

A dissertation (or thesis) is a process.

Okay, so now that you understand that a dissertation is a research project (which is testing your ability to undertake quality research), let’s go a little deeper into what that means in practical terms.

The best way to understand a dissertation is to view it as a process – more specifically a research process (it is a research project, after all). This process involves four essential steps, which I’ll discuss below.

Step 1 – You identify a worthy research question

The very first step of the research process is to find a meaningful research question, or a set of questions. In other words, you need to find a suitable topic for investigation. Since a dissertation is all about research, identifying the key question(s) is the critical first step. Here’s an example of a well-defined research question:

“Which factors cultivate or erode customer trust in UK-based life insurance brokers?”

This clearly defined question sets the direction of the research . From the question alone, you can understand exactly what the outcome of the research might look like – i.e. a set of findings about which factors help brokers develop customer trust, and which factors negatively impact trust.

But how on earth do I find a suitable research question, you ask? Don’t worry about this right now – when you’re ready, you can read our article about finding a dissertation topic . However, right now, the important thing to understand is that the first step in the dissertation process is identifying the key research question(s). Without a clear question, you cannot move forward.

Step 2 – You review the existing research

Once the research question is clearly established, the next step is to review the existing research/literature (both academic and professional/industry) to understand what has already been said with regard to the question. In academic speak, this is called a literature review .

This step is critically important as, in all likelihood, someone else has asked a similar question to yours, and therefore you can build on the work of others . Good academic research is not about reinventing the wheel or starting from scratch – it’s about familiarising yourself with the current state of knowledge, and then using that as your basis for further research.

Simply put, the first step to answering your research question is to look at what other researchers have to say about it. Sometimes this will lead you to change your research question or direction slightly (for example, if the existing research already provides a comprehensive answer). Don’t stress – this is completely acceptable and a normal part of the research process.

Step 3 – You carry out your own research

Once you’ve got a decent understanding of the existing state of knowledge, you will carry out your own research by collecting and analysing the relevant data. This could take to form of primary research (collecting your own fresh data), secondary research (synthesising existing data) or both, depending on the nature of your degree, research question(s) and even your university’s specific requirements.

Exactly what data you collect and how you go about analysing it depends largely on the research question(s) you are asking, but very often you will take either a qualitative approach (e.g. interviews or focus groups) or a quantitative approach (e.g. online surveys). In other words, your research approach can be words-based, numbers-based, or both . Don’t let the terminology scare you and don’t worry about these technical details for now – we’ll explain research methodology in later posts .

Step 4 – You develop answers to your research question(s)

Combining your understanding of the existing research (Step 2) with the findings from your own original research (Step 3), you then (attempt to) answer your original research question (s). The process of asking, investigating and then answering has gone full circle.

Of course, your research won’t always provide rock-solid answers to your original questions, and indeed you might find that your findings spur new questions altogether. Don’t worry – this is completely acceptable and is a natural part of the research process.

So, to recap, a dissertation is best understood as a research process, where you are:

• Ask a meaningful research question(s)
• Carry out the research (both existing research and your own)
• Analyse the results to develop an answer to your original research question(s).

Depending on your specific degree and the way your university designs its coursework, you might be asking yourself “but isn’t this just a longer version of a normal assignment?”. Well, it’s quite possible that your previous assignments required a similar research process, but there are some key differences you need to be aware of, which I’ll explain next.

Same same, but different…

While there are, naturally, similarities between dissertations/theses and assignments, its important to understand the differences  so that you approach your dissertation with the right mindset and focus your energy on the right things. Here, I’ll discuss four ways in which writing a dissertation differs substantially from assignments and essays, and why this matters.

Difference #1 – You must decide (and live with) the direction.

Unlike assignments or essays, where the general topic is determined for you, for your dissertation, you will (typically) be the one who decides on your research questions and overall direction. This means that you will need to:

• Find a suitable research question (or set of questions)
• Justify why its worth investigating (in the form of a research proposal )
• Find all the relevant existing research and familiarise yourself with the theory

This is very different from assignments, where the theory is given to you on a platter, and the direction is largely pre-defined. Therefore, before you start the dissertation process, you need to understand the basics of academic research, how to find a suitable research topic and how to source the relevant literature.

Difference #2 – It’s a long project, and you’re on your own.

A dissertation is a long journey, at least compared to assignments. Typically, you will spend 3 – 6 months writing around 15,000 – 25,000 words (for Masters-level, much more for PhD) on just one subject. Therefore, successfully completing your dissertation requires a substantial amount of stamina .

To make it even more challenging, your classmates will not be researching the same thing as you are, so you have limited support, other than your supervisor (who may be very busy). This can make it quite a lonely journey . Therefore, you need a lot of self-discipline and self-direction in order to see it through to the end. You should also try to build a support network of people who can help you through the process (perhaps alumni, faculty or a private coach ).

Difference #3 – They’re testing research skills.

We touched on this earlier. Unlike assignments or essays, where the markers are assessing your ability to understand and apply the theories, models and frameworks that they provide you with, your dissertation will be is assessing your ability to undertake high-quality research in an academically rigorous manner.

Of course, your ability to understand the relevant theory (i.e. within your literature review) is still very important, but this is only one piece of the research skills puzzle. You need to demonstrate the full spectrum of research skills.

It’s important to note that your research does not need to be ground-breaking, revolutionary or world-changing – that is not what the markers are assessing. They are assessing whether you can apply well-established research principles and skills to a worthwhile topic of enquiry. Don’t feel like you need to solve the world’s major problems. It’s simply not going to happen (you’re a first-time researcher, after all) – and doesn’t need to happen in order to earn good marks.

Difference #4 – Your focus needs to be narrow and deep.

In your assignments, you were likely encouraged to take a broad, interconnected, high-level view of the theory and connect as many different ideas and concepts as possible. In your dissertation, however, you typically need to narrow your focus and go deep into one particular topic. Think about the research question we looked at earlier:

The focus is intentionally very narrow – specifically the focus is on:

• The UK only – no other countries are being considered.
• Life insurance brokers only – not financial services, not vehicle insurance, not medical insurance, etc.
• Customer trust only – not reputation, not customer loyalty, not employee trust, supplier trust, etc.

By keeping the focus narrow, you enable yourself to deeply probe whichever topic you choose – and this depth is essential for earning good marks. Importantly, ringfencing your focus doesn’t mean ignoring the connections to other topics – you should still acknowledge all the linkages, but don’t get distracted – stay focused on the research question(s).

So, as you can see, a dissertation is more than just an extended assignment or essay. It’s a unique research project that you (and only you) must lead from start to finish. The good news is that, if done right, completing your dissertation will equip you with strong research skills, which you will most certainly use in the future, regardless of whether you follow an academic or professional path.

Wrapping up

Hopefully in this post, I’ve answered your key question, “what is a dissertation?”, at least at a big picture-level. To recap on the key points:

• A dissertation is simply a structured research project .
• It’s useful to view a dissertation as a process involving asking a question, undertaking research and then answering that question.
• First and foremost, your marker(s) will be assessing your research skills , so its essential that you focus on producing a rigorous, academically sound piece of work (as opposed to changing the world or making a scientific breakthrough).
• While there are similarities, a dissertation is different from assignments and essays in multiple ways. It’s important to understand these differences if you want to produce a quality dissertation.

In this post, I’ve gently touched on some of the intricacies of the dissertation, including research questions, data types and research methodologies. Be sure to check out the Grad Coach Blog  for more detailed discussion of these areas.

You Might Also Like:

34 Comments

Hello Derek

Yes, I struggle with literature review and am highly frustrated (with myself).

Thank you for the guide that you have sent, especially the apps. I am working through the guide and busy with the implementation of it.

Hope to hear from you again!

Regards Micheal

Great to hear that, Michael. All the best with your research!

Thank you. That was quite something to move forward with. Despite the fact that I was lost. I will now be able to do something with the information given.

That’s great, Pheladi. Good luck!

Thank you so much for your videos and writing research proposal and dissertation. These videos are useful. I was struggling, but now I am starting to write. I hope to watch your more videos to learn more about the dissertation.

Before this post, I didn’t know where to start my research, today I have some light and do certain % of my research. I may need for direction on literature review. Big thanks to you.

Very very good Derek

Thanks immensely Derek

You’re welcome 🙂 Good luck with your dissertation/thesis.

Thank you Derek for widening my scope on research, this can be likened to a blind man whose eyes can now see.

Remain bless sir🙏

You guys are doing really great… I am extremely grateful for your help… Keep going.. Please activate that research help for indian students as well I couldn’t access it being an indian.

Hello Derek,

I got stuck in the concept paper because I changed my topic. Now I don’t know where to pick up the pieces again. How can I focus and stay on track. I am getting scared.

Thank you so much Derek, I am a new comer, learning for the first time how to write a good research. These in information’s to me is a mind opener, I hope to learn more from you in the future, Thanks and God bless.

Thanks Guys this means so much to me

A pretty good and insightful piece for beginners like me. Looking forward to more helpful hints and guide. Thanks to Derek.

This is so helpful…really appreciate your work.

Great to hear that

On cybersecurity Analytics research to banking transactions

This was of great help to me and quite informative .

Thank you so much GradCoach,

This is like a light at the end of the tunnel. You are a lifesaver. Thank you once again.

hello, I’m so grateful for such great information. It appears basic, but it is so relevant in understanding the research process.

Your website is very helpful for writing thesis. A big well done to the team. Do you have a website for paper writing and academic publishing or how to publish my thesis, how to land a fully funded PhD, etc. Just the general upward trajectory in the academia. Thank you

I have learned a lot from the lectures, it was beneficial and helped me a lot in my research journey. Thank you very much

Thank you for your gifts of enlightenment to a person like me who’s always a student. May your ‘well’not dry out.

It’s quite a fun and superb, now I have come to believe that the way one teach can have an impact in understanding and can change one’s assumption and position about a subject or a problem, before I came here and learn I consider research methodology a hard thing because, I wasn’t taught by a mentor like this one. Thanks so much who ever have make this effort to make this something easy and engaging

I can’t imagine that world has achieved major aspects of every field of study

Thank you very much for all the valuable, wonderful and comprehensive amount of information… I highly appreciate your support, 100% I recommend you

This topic is intended for my MPhil. Work (The perception of parents on Technical and Vocational Education, the impact on educational policy). May you consider the suitability of the topic for me and refine if the need be. Thank you,

Hello here…

i have gone through the notes and it is interesting. All i need now is a pdf file that contain a whole dissertation writing inclusive of chapter 1 to 5 on motivation as a topic… thanks

Remarkable!!! You made it sound so simple

I got stuck in my writing because I need to change my topic. I am getting scared as I have a semester left 🙁

Thanks for such an educational opportunity and support

Thanks for your educational opportunity and support

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• Print Friendly

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, automatically generate references for free.

• Knowledge Base
• Dissertation

How to Write a Dissertation | A Guide to Structure & Content

A dissertation or thesis is a long piece of academic writing based on original research, submitted as part of an undergraduate or postgraduate degree.

The structure of a dissertation depends on your field, but it is usually divided into at least four or five chapters (including an introduction and conclusion chapter).

The most common dissertation structure in the sciences and social sciences includes:

• An introduction to your topic
• A literature review that surveys relevant sources
• An explanation of your methodology
• An overview of the results of your research
• A discussion of the results and their implications
• A conclusion that shows what your research has contributed

Dissertations in the humanities are often structured more like a long essay , building an argument by analysing primary and secondary sources . Instead of the standard structure outlined here, you might organise your chapters around different themes or case studies.

Other important elements of the dissertation include the title page , abstract , and reference list . If in doubt about how your dissertation should be structured, always check your department’s guidelines and consult with your supervisor.

Instantly correct all language mistakes in your text

Be assured that you'll submit flawless writing. Upload your document to correct all your mistakes.

Table of contents

Acknowledgements, table of contents, list of figures and tables, list of abbreviations, introduction, literature review / theoretical framework, methodology, reference list.

The very first page of your document contains your dissertation’s title, your name, department, institution, degree program, and submission date. Sometimes it also includes your student number, your supervisor’s name, and the university’s logo. Many programs have strict requirements for formatting the dissertation title page .

The title page is often used as cover when printing and binding your dissertation .

Prevent plagiarism, run a free check.

The acknowledgements section is usually optional, and gives space for you to thank everyone who helped you in writing your dissertation. This might include your supervisors, participants in your research, and friends or family who supported you.

The abstract is a short summary of your dissertation, usually about 150-300 words long. You should write it at the very end, when you’ve completed the rest of the dissertation. In the abstract, make sure to:

• State the main topic and aims of your research
• Describe the methods you used
• Summarise the main results
• State your conclusions

Although the abstract is very short, it’s the first part (and sometimes the only part) of your dissertation that people will read, so it’s important that you get it right. If you’re struggling to write a strong abstract, read our guide on how to write an abstract .

In the table of contents, list all of your chapters and subheadings and their page numbers. The dissertation contents page gives the reader an overview of your structure and helps easily navigate the document.

All parts of your dissertation should be included in the table of contents, including the appendices. You can generate a table of contents automatically in Word.

The only proofreading tool specialized in correcting academic writing

The academic proofreading tool has been trained on 1000s of academic texts and by native English editors. Making it the most accurate and reliable proofreading tool for students.

Correct my document today

If you have used a lot of tables and figures in your dissertation, you should itemise them in a numbered list . You can automatically generate this list using the Insert Caption feature in Word.

If you have used a lot of abbreviations in your dissertation, you can include them in an alphabetised list of abbreviations so that the reader can easily look up their meanings.

If you have used a lot of highly specialised terms that will not be familiar to your reader, it might be a good idea to include a glossary . List the terms alphabetically and explain each term with a brief description or definition.

In the introduction, you set up your dissertation’s topic, purpose, and relevance, and tell the reader what to expect in the rest of the dissertation. The introduction should:

• Establish your research topic , giving necessary background information to contextualise your work
• Narrow down the focus and define the scope of the research
• Discuss the state of existing research on the topic, showing your work’s relevance to a broader problem or debate
• Clearly state your objectives and research questions , and indicate how you will answer them
• Give an overview of your dissertation’s structure

Everything in the introduction should be clear, engaging, and relevant to your research. By the end, the reader should understand the what , why and how of your research. Not sure how? Read our guide on how to write a dissertation introduction .

Before you start on your research, you should have conducted a literature review to gain a thorough understanding of the academic work that already exists on your topic. This means:

• Collecting sources (e.g. books and journal articles) and selecting the most relevant ones
• Critically evaluating and analysing each source
• Drawing connections between them (e.g. themes, patterns, conflicts, gaps) to make an overall point

In the dissertation literature review chapter or section, you shouldn’t just summarise existing studies, but develop a coherent structure and argument that leads to a clear basis or justification for your own research. For example, it might aim to show how your research:

• Addresses a gap in the literature
• Takes a new theoretical or methodological approach to the topic
• Proposes a solution to an unresolved problem
• Advances a theoretical debate
• Builds on and strengthens existing knowledge with new data

The literature review often becomes the basis for a theoretical framework , in which you define and analyse the key theories, concepts and models that frame your research. In this section you can answer descriptive research questions about the relationship between concepts or variables.

The methodology chapter or section describes how you conducted your research, allowing your reader to assess its validity. You should generally include:

• The overall approach and type of research (e.g. qualitative, quantitative, experimental, ethnographic)
• Your methods of collecting data (e.g. interviews, surveys, archives)
• Details of where, when, and with whom the research took place
• Your methods of analysing data (e.g. statistical analysis, discourse analysis)
• Tools and materials you used (e.g. computer programs, lab equipment)
• A discussion of any obstacles you faced in conducting the research and how you overcame them
• An evaluation or justification of your methods

Your aim in the methodology is to accurately report what you did, as well as convincing the reader that this was the best approach to answering your research questions or objectives.

Next, you report the results of your research . You can structure this section around sub-questions, hypotheses, or topics. Only report results that are relevant to your objectives and research questions. In some disciplines, the results section is strictly separated from the discussion, while in others the two are combined.

For example, for qualitative methods like in-depth interviews, the presentation of the data will often be woven together with discussion and analysis, while in quantitative and experimental research, the results should be presented separately before you discuss their meaning. If you’re unsure, consult with your supervisor and look at sample dissertations to find out the best structure for your research.

In the results section it can often be helpful to include tables, graphs and charts. Think carefully about how best to present your data, and don’t include tables or figures that just repeat what you have written  –  they should provide extra information or usefully visualise the results in a way that adds value to your text.

Full versions of your data (such as interview transcripts) can be included as an appendix .

The discussion  is where you explore the meaning and implications of your results in relation to your research questions. Here you should interpret the results in detail, discussing whether they met your expectations and how well they fit with the framework that you built in earlier chapters. If any of the results were unexpected, offer explanations for why this might be. It’s a good idea to consider alternative interpretations of your data and discuss any limitations that might have influenced the results.

The discussion should reference other scholarly work to show how your results fit with existing knowledge. You can also make recommendations for future research or practical action.

The dissertation conclusion should concisely answer the main research question, leaving the reader with a clear understanding of your central argument. Wrap up your dissertation with a final reflection on what you did and how you did it. The conclusion often also includes recommendations for research or practice.

In this section, it’s important to show how your findings contribute to knowledge in the field and why your research matters. What have you added to what was already known?

You must include full details of all sources that you have cited in a reference list (sometimes also called a works cited list or bibliography). It’s important to follow a consistent reference style . Each style has strict and specific requirements for how to format your sources in the reference list.

The most common styles used in UK universities are Harvard referencing and Vancouver referencing . Your department will often specify which referencing style you should use – for example, psychology students tend to use APA style , humanities students often use MHRA , and law students always use OSCOLA . M ake sure to check the requirements, and ask your supervisor if you’re unsure.

To save time creating the reference list and make sure your citations are correctly and consistently formatted, you can use our free APA Citation Generator .

Your dissertation itself should contain only essential information that directly contributes to answering your research question. Documents you have used that do not fit into the main body of your dissertation (such as interview transcripts, survey questions or tables with full figures) can be added as appendices .

Is this article helpful?

Other students also liked.

• What Is a Dissertation? | 5 Essential Questions to Get Started
• What is a Literature Review? | Guide, Template, & Examples
• How to Write a Dissertation Proposal | A Step-by-Step Guide

More interesting articles

• Checklist: Writing a dissertation
• Dissertation & Thesis Outline | Example & Free Templates
• Dissertation binding and printing
• Dissertation Table of Contents in Word | Instructions & Examples
• Dissertation title page
• Example Theoretical Framework of a Dissertation or Thesis
• Figure & Table Lists | Word Instructions, Template & Examples
• How to Choose a Dissertation Topic | 8 Steps to Follow
• How to Write a Discussion Section | Tips & Examples
• How to Write a Results Section | Tips & Examples
• How to Write a Thesis or Dissertation Conclusion
• How to Write a Thesis or Dissertation Introduction
• How to Write an Abstract | Steps & Examples
• How to Write Recommendations in Research | Examples & Tips
• List of Abbreviations | Example, Template & Best Practices
• Operationalisation | A Guide with Examples, Pros & Cons
• Prize-Winning Thesis and Dissertation Examples
• Relevance of Your Dissertation Topic | Criteria & Tips
• Research Paper Appendix | Example & Templates
• Thesis & Dissertation Acknowledgements | Tips & Examples
• Thesis & Dissertation Database Examples
• What is a Dissertation Preface? | Definition & Examples
• What is a Glossary? | Definition, Templates, & Examples
• What Is a Research Methodology? | Steps & Tips
• What is a Theoretical Framework? | A Step-by-Step Guide
• What Is a Thesis? | Ultimate Guide & Examples

Home > Colleges, Schools, and Departments > Falk College > Human Development and Family Science > Child and Family Studies > Child and Family Studies Dissertations

Child and Family Studies - Dissertations

A Biopsychosocial Model of Transition of Adolescents with Intellectual Disability , Robert Earl Myers III

DEVELOPMENTAL PATHWAYS BETWEEN LOW BIRTH WEIGHT STATUS AND CHILDREN’S ACADEMIC AND SOCIOEMOTIONAL COMPETENCE: THE ROLE OF PARENTING PROCESSES AS A MODERATOR , Sangita Pudasainee-Kapri

The Transmission of Ethnic Identity and Parenting Beliefs Between Two Generations of Ukrainian-American Immigrant Families , Christina Marie Bobesky

Young Adult Dating Violence and Coercive Control: A Comparative Analysis of Men and Women’s Victimization and Perpetration Experiences , Nicole E. Conroy

Divergence or Convergence of Home and School Ethnic-Racial Socialization: Effects on Preschool Children's Self-Regulation , Kimberly Leah Davidson

Racial Incidents in the Classroom: A Qualitative Study on Preschool Teachers’ Perceptions , Melinda Day

THE ASSOCIATIONS BETWEEN ECONOMIC HARDSHIP AND PATERNAL DEPRESSIVE SYMPTOMS AND CHILDREN’S SOCIO-EMOTIONAL OUTCOMES VIA PATERNAL PARENTING: A BAYESIAN APPROACH , Elif Dede Yildirim

Parenting Styles, Effortful Control, and Academic Outcomes among Chinese Adolescents: The Mediating Effect of Activation Control , Yemo Duan

Challenging Behaviors of Children with and without Developmental Disabilities in Early Childhood and Parent Management Behaviors , Ellen Gottuso

Inductive Discipline and Children's Prosocial Behavior: the Role of Parental Emotion Regulation Strategies , Xinyue Xiao

The Relationships between Confucian Family Values and Attitudes toward Divorce in Mainland China: An Exploratory Study , Ruiwen Zheng

FAMILY COHESION AND CHILD FUNCTIONING AMONG SOUTH KOREAN IMMIGRANTS IN THE US: THE MEDIATING ROLE OF KOREAN PARENT-CHILD CLOSENESS AND THE MODERATING ROLE OF ACCULTURATION , Bora Jin

A Path Analysis of Military Cultural Factors Contributing to Suicidal Behavior in the OEF/OIF/OND Veteran , Margaret J. Lane

INTIMATE PARTNER VIOLENCE AMONG YOUNG ADULTS IN UKRAINE: APPLICATION OF THE STRESS-CULTURE MODEL , Iryna Balabukha

Assessment of Cognitive Abilities and Reading Comprehension Across School-Age Development: A Meta-Analysis , Diana B. Finn

FATHER INVOLVEMENT IN LOW-INCOME FAMILIES: EVIDENCE ON PREDICTORS OF INVOLVEMENT FROM TWO LARGE SCALE MATERNAL-CHILD HEALTH DATASETS , Mark Dean Thomas

Home Literacy Environment, the Quality of Mother-Child Book Reading Interactions, and Taiwanese Children's Early Literacy Development , HUI-HUA WANG

Adolescent Personality, Confucian Values, Parenting Typologies and Adolescent Behavioral Outcomes: A Study in South Korea , Yo Ok Chang

Secondary Traumatic Stress Of Child Welfare Workers: A Qualitative Investigation , Jennifer Cornish Genovese

Strengths and Risk Factors for Romantic Relationships: Perspectives of African American Women , Chandice M. Haste-Jackson

Adolescent Risk, Parent-child Relations, And Emerging Adult Adjustment: A Longitudinal Investigation Of Resiliency , Megan E. Lape

The Conceptions and Practices of Motherhood among Indo-Caribbean immigrant mothers in the United States: A Qualitative Study , Darshini T. Roopnarine

Parent Aggression and Youth Externalizing and Internalizing Behaviors: Stability and Mutual Influence , Ann L. Sheedy

Socio-Cultural Influences on Adolescent Smoking in Mainland China: The Mediating Role of Smoking-Related Cognitions , Yan Wang

Models of Physical Activity and Sedentary Behavior , Jodi Canfield

Child Care Center Directors' Perceptions of Continuity of Care: A Qualitative Investigation , Desalyn De-Souza

Linking Parental Developmental History, Perceptions Of Parenting Behavior And Attachment: Precursors To Peer Relatedness In Emerging Adulthood , Vikki Lynn O'Connor

Pagkababae at Pagkalalake (Femininity and Masculinity): Developing a Filipino Gender Trait Inventory and predicting self-esteem and sexism , Vivienne Velez Valledor-Lukey

E Effects of Internet Use on Academic Achievement and Behavioral Adjustment among South Korean Adolescents: Mediating and Moderating Roles of Parental Factors , Soohyun Kim

Experiences with Childcare Choices Reported by Mothers in Single- and Multiple-Income Households , Lois M. Truman

An examination of teachers' perceptions: Ohio's early childhood teacher preparation programs , Melissa N. Neal

Factors influencing Asian Indian American children's academic performance , Toral Sanghavi

Perceptions of paternal involvement with preschoolers in Korean families: Relationships to teachers' assessments of children's social skills , Huyn Jung Yang

Generative grandfathering, commitment, and contact: How grandfathers nurture relationships with grandchildren and the relational and mental health benefits for aging men , James Smith Bates

Family role stressors, psychological distress, and marital adjustment in South Korean families: Mediating role of collectivist coping strategies , Yun Hee Kim

The development and testing of a social cognitive model of commitment: A structural equation analysis , Kahsi Ann Smith

Parenting, child mastery motivation, and children's school readiness to learn in Turkey: A structural equation analysis , Aysegul Metindogan Wise

Grandparent-grandchild relationships and perceptions of grandparent goal influence in emerging adulthood , Ryan Macey Wise

Reading beliefs and strategies of Taiwanese mothers with preschoolers in relation to the children's emergent literacy , Chu-Chu Wu

Parental assistance and first-year college student independence and adjustment , Elizabeth Carter

Young Taiwanese children's language performance and anxiety as a function of parental beliefs and practices , Li-Ching Sun

Links between personality traits and school aggression and internalizing behaviors in African American early adolescents , Melanie A. Evans

Race-related stress, racial socialization, and African American adolescent adjustment: Examining the mediating role of racial identity , Shauna Nicole Harps

The impact of family stressors, interparental conflict, and parenting behaviors on children's overt and relational aggression: A focus on Korean families , Kwanghee Jung

The impact of infidelity on the offended spouse: A study of gender differences and coping strategies in a religious population , Harmon Lester Meldrim

The relationship of novice Turkish early childhood education teachers' professional needs, experiences, efficacy beliefs, school climate for promoting early childhood learning, and job satisfaction , Ozkan Ozgun

Racial and ethnic socialization in African-American families: Scale development and validation , Tiffany Brown

Factors associated with teacher intervention in relational aggression , Irene Kehres

The portrayals of male parents in Caldecott Award-winning American picture books (1938--2002): Examining the culture of fatherhood presented to young people , Suzanne Marie Flannery-Quinn

Effectiveness of early childhood teachers in the Indian context , Arti Joshi

The impact of financial strain on adolescents' psychological functioning in Romania: The role of family processes , Mihaela Robila

Effectiveness of service delivery models in inclusive early childhood programs , Leslie Jane Couse

Ecological context of African American teens' sexuality: Exploring risk and protective factors , Tracey Yvette Lewis

Beyond independent children and authoritative parenting: Korean mothers' perspective , Meera Shin

Domestic violence in relation to family of origin and adult characteristics , Kathleen Elizabeth Bigsby

Parental efficacy and practices among Korean immigrant families in the United States: Relations with family functioning, familism, and acculturation , Hae-Seung Lee

Effects of inservice training on length of teacher-child turn-taking conversations and types of questions with low-income preschoolers , Patricia M. Martin

Acculturation among Indian immigrants: A study of ethnic identification and mate-selection , Smita Mathur

Brazilian families: Parental involvement with children and beliefs about family organization , Silvia Pereira Da Cruz Benetti

The role of grandmothers and stepgrandmothers in the social support systems of young adult grandchildren , Cindy Eileen Block

Dimensions of parenting stress of mothers and fathers of a school-age child with a disability , Diane W. Keller

Father involvement with preschoolers in the home in families with children with disabilities , Mary Elizabeth Riposo

The impact of three dimensions of family life (home, work, and academic competence) on single-career and dual-career families: A case study in Java, Indonesia , Yasin Siswanto

Mothers' and fathers' interaction with preschoolers in the home in Northern Thailand: Relationships to teachers' assessments of children social skills , Oracha Tulananda

Children's perceptions of stressful events and how they cope with them: An Indian experience , Aparna Bagdi

Young adult grandchildren's perceptions of relationships with grandparents and parents , Laura Hess Brown

Racial socialization perceptions, practices, and experiences of Black American parents and adolescents: The echoes' of a parent's heart in the voice of a child , Tracy Y. Willis Espy

Parental warmth, control, and involvement in schooling in relation to Korean American adolescents' academic achievement , Kyoungho Kim

Identity development: The links between coping style, sibling relationships, and parenting style , Marie Carmelita Lomeo

A path model of couple intimacy: Examining the residuals of parenting style on young adult children's heterosexual couple relationships , Lisa Loree Gold Sine

Unmuffled voices: The therapeutic experiences of white women living in economic poverty , Carolyn Irene Wright

Documenting the experiences of academically successful college-aged African-American females , Dina Marlene, Wilderson

Relationship between college lifestyles and later life course: A comparison of three cohorts , Jonathan Charles Gibralter

The influence of therapist attractiveness, presenting problem, and client gender on client comfort with disclosing in couple therapy , Steven Michael Harris

The impact of gender, gender attitudes, and communication on patient satisfaction during medical visits , Joan Angela Wolfensberger

Climbing the mountain: A qualitative study of the intimate relationship as a vehicle for personal and spiritual growth , Pamela Kay June

The effects of family history of alcoholism on the pattern of motivation for drinking and the level of consumption in young adult offspring , Farzaneh S.A. Khazrai

Relationships between assessments of intrapersonal and interpersonal functioning and maternal teaching strategies in employed mothers , Maureen Anne Sullivan

Stuttering and phonological disorders in children: Examination of the covert repair hypothesis , J. Scott Yaruss

The effects of timing, social support, and the psychobiological influences of pregnancy on dyadic adjustment in Caucasian and African-American couples , Debra Bond Wollaber

High-achieving low-achieving low-income Black children: What makes the difference? , Josephine A. Bright

The experience of friendship among adolescents with Neurofibromatosis Type I , Catharine Critz Church

Transition to parenthood: A comparison of previously infertile and fertile couples , Mary Katherine Maroney

Social support, coping, and preoperative emotional adaptation among school-age children anticipating elective tonsillectomy , Maureen Lowery Thompson

A qualitative study of intuitive processes as constructed by psychics, mediums, and therapists, with possible application to family therapy , Paddy Sue Wall Gough Welles

An analysis of marital support and coping with work-related stress , Gerard Wildner

A Study of The Influence of Stereotypical Male-Female Attitudes And Behaviors On Role Transition In Nursing And on Nurse-Physician Interprofessional Relationships , Elaine Menter Katzman

A Life Course Study Of Never-Married And Ever-Married Elderly Women From The 1910 Birth Cohort (Syracuse; New York; Transitions, Marital Status) , Katherine Russell Allen

The Sexual Abuse Of The Young Female In Life Course Perspective , Jane Frances Gilgun

Cooperation And Competition In Family, Pseudo-Family And Peer Triads , James Hibel

• Academic Units
• Disciplines
• Dissertations and Theses

Advanced Search

• Notify me via email or RSS

Author Resources

• Open Access at Syracuse
• Contribute Material
• Suggest a New Collection
• Department of Child and Family Studies

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright SU Privacy Policy

Children's Nursing BSc: L6 Dissertation

• L4 Children's Nursing Practice Part 1
• L4 Introduction to Professional Values for Children's Nursing
• L4 Promoting the health and wellbeing of children
• L4 Family and Child-Centred Care
• L4 Paediatric Biosciences 1
• L5 Children's Nursing Practice Part 2
• L5 The child with complex needs
• L5 Research for Children's Nursing
• L5 Paediatric Biosciences 2: The Child with Acute Care Needs
• L5 Children's Mental Health Care
• L6 The Children's Nurse as a coordinator, leader and manager
• L6 Children's Nursing Practice: Part 3
• L6 Dissertation
• L6 Medication Management
• L6 Managing the deteriorating child
• Databases and Journals
• Books and e-books
• Using Images, Media and Specialist Websites
• On placement / In practice
• Latest Library News

Welcome to your Dissertation reading list. Here you will find the resources to support you throughout your module.

Essential reading.

Recommended Reading

Module Journals

• Evidence-based Nursing

Further Reading

Module Websites

https://casp-uk.net/

https://research.bournemouth.ac.uk/centre/centre-for-qualitative-research/

https://www.aqr.org.uk /

https://www.cebm.net/

https://www.cochranelibrary.com/

https://www.york.ac.uk/crd/

https://www.bl.uk

• << Previous: L6 Children's Nursing Practice: Part 3
• Next: L6 Medication Management >>
• Last Updated: May 16, 2024 2:34 PM
• URL: https://libguides.uos.ac.uk/rrlist/child-health-nursing

➔ About the Library

➔ Meet the Team

➔ Customer Service Charter

➔ Library Policies & Regulations

➔ Privacy & Data Protection

Essential Links

➔ A-Z of eResources

➔ Frequently Asked Questions

➔Discover the Library

➔Referencing Help

➔ Print & Copy Services

➔ Service Updates

Library & Learning Services, University of Suffolk, Library Building, Long Street, Ipswich, IP4 1QJ

✉ Email Us: [email protected]

✆ Call Us: +44 (0)1473 3 38700

• Bibliography
• More Referencing guides Blog Automated transliteration Relevant bibliographies by topics
• Automated transliteration
• Relevant bibliographies by topics
• Referencing guides

Dissertations / Theses on the topic 'Child protection'

Create a spot-on reference in apa, mla, chicago, harvard, and other styles.

Consult the top 50 dissertations / theses for your research on the topic 'Child protection.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

Watts, Vivienne J. "Child protection in schools: Advancing teachers from intuitive to rational thinking in child protection decision making." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36562/1/36562_Digitised%20Thesis.pdf.

Kanga, Rustom H. "Child protection, morality and social justice." Thesis, University of Kent, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305067.

Kelly, Nancy. "Decision making in child protection practice." Thesis, University of Huddersfield, 2000. http://eprints.hud.ac.uk/id/eprint/4845/.

Fay, Franziska Maria. "Perilous protection : discipline, chastisement and child protection in schools in Zanzibar." Thesis, SOAS, University of London, 2017. http://eprints.soas.ac.uk/26491/.

Gough, David Arthur. "An analysis of child abuse and child protection work in Scotland." Thesis, University of Glasgow, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318226.

Featherstone, Brigid. "Feminism, child welfare and child protection : a critical analysis and review." Thesis, University of Huddersfield, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405178.

Summers, Diana Elizabeth. "Child protection in voluntary sector sport organisations." Thesis, University of Bristol, 2000. http://eprints.glos.ac.uk/5283/.

Jenkins, Brian Q. "A Systems Approach to Reducing Child Protection Recurrance." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/365749.

McFadden, Paula Martina. "Resilience and burnout in child protection social work." Thesis, Ulster University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.592009.

Holland, Sally Anne Louise. "The comprehensive assessment in child protection social work." Thesis, Cardiff University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327223.

Lee, N. M. "Stabilising child protection : a social psychology of cooperation." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360064.

Hart, Diane. "The contested subject : child protection assessment before birth." Thesis, University of Southampton, 2001. https://eprints.soton.ac.uk/365588/.

Boodhoo, Amanda. "An examination of collaborative working in child protection." Thesis, University of Greenwich, 2010. http://gala.gre.ac.uk/7134/.

Adam, Zakari. "Building capacity for advancing child protection in Mali." Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/18785/.

Alfandari, Ravit. "An evaluation of child protection reform in Israel." Thesis, London School of Economics and Political Science (University of London), 2015. http://etheses.lse.ac.uk/3254/.

Sally, Christina Lynn. "Understanding Nonoffending Caregiver Protection in Child Sexual Abuse." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7253.

Des, Lauriers Julie. "The child protection systems' response to domestic violence." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16620/1/Julie_Des_Lauriers_Thesis.pdf.

Des, Lauriers Julie. "The child protection systems' response to domestic violence." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16620/.

Adeniyi, Olayinka Oluwakemi. "Legal protection of the girl child against child marriage (Aure Yarinya) in Nigeria." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/64609.

Richardson, Foster Helen. "Achieving a child focus? : a study of child protection conferences in cases of neglect." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16366/.

Wilkins, David. "The use of theory and research knowledge in child protection social work practice : a study of disorganised attachment and child protection assessment." Thesis, University of Kent, 2015. https://kar.kent.ac.uk/48930/.

Braun, Joy Anne. "Child protection mediation : mediator strategies for managing the process." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32452.

Sodhi, Sabina. "Negotiating identities : Indian Canadian child protection workers speak out." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/5408.

Parry, Kirstin. "Retaining child protection workers: the effects of agency practices." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86509.

Leigh, J. T. "Constructing professional identity in child protection : a comparative ethnography." Thesis, University of Salford, 2013. http://usir.salford.ac.uk/29567/.

Platt, Dendy. "Refocusing child protection practice: The role of initial assessments." Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410022.

Scourfield, Jonathan Bryn. "The construction of gender in child protection social work." Thesis, Cardiff University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270159.

Saraw, Sanjit. "Child protection : an ecological perspective to assessment and treatment." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/937/.

Cossar, Jeanette. "Service users' perspectives in child protection and adoption research." Thesis, University of East Anglia, 2015. https://ueaeprints.uea.ac.uk/53470/.

Mawodza, Obdiah. "Protecting girls against child motherhood and the rights of child mothers in Zimbabwe." University of the Western Cape, 2018. http://hdl.handle.net/11394/6827.

Parsons, Patrick Michael. "The Development of and Perceptions of the Value of Statutory Child Protection Measures Regulating Non-State Schools in Queensland: An Exploratory Study." Thesis, Griffith University, 2013. http://hdl.handle.net/10072/365542.

Hallett, Christine. "A case study of interagency coordination in child protection services." Thesis, Loughborough University, 1993. https://dspace.lboro.ac.uk/2134/7521.

Bellefeuille, Gerard, and Frances Ricks. ""A pathway to restoration: From Child Protection to community wellness"." School of Native Human Services, 2003. http://142.51.24.159/dspace/handle/10219/402.

Morgan, Katherine L. "Gender and child protection work : voices from the front-lines." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83158.

Durbin, Chris. "Aspects of internet security - identity management and online child protection." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/8548.

Oliver, Carolyn. "Making strengths-based practice work in child protection : frontline perspectives." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46176.

Brady, James M. "An investigation of the role of paramedics in child protection." Thesis, Swansea University, 2018. https://cronfa.swan.ac.uk/Record/cronfa46061.

Diriwari, Wilson Ola. "Efficacy of the legal frameworks for child protection in Nigeria." Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/14781.

Saltiel, David M. L. "Knowledge production for decision making in child protection social work." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/7900/.

Collins, Andrea Jayne. "The role of the media in child protection social work." Thesis, University of Manchester, 2000. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500490.

Freeman, Kecia Rachel. "Exploring the Lived Experiences of Supervising Child Protection Social Workers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2652.

Khoo, Evelyn Grace. "Protecting Our Children : A comparative study of the dynamics of structure, intervention and their interplay in Swedish child welfare and Canadian child protection." Doctoral thesis, Umeå : Univ, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-193.

Farate, Eduardo J. "Protecting children in a multicultural society: an Australian story." Thesis, Curtin University, 2000. http://hdl.handle.net/20.500.11937/1402.

Campbell, James Floyd. "An analysis of variables in child protection apprehensions and judicial dispositions in British Columbia child welfare practice." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/29686.

McPhee, Debra M. "The child protection system, organizational responses to child sexual abuse and the social construction of social problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0004/NQ35247.pdf.

Egan-Sage, Elmarie. "Referrals of child abuse and neglect to an English social services department : predictors of child protection decisions." Thesis, University of Kent, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337322.

Hearne, Joanna. "Experiences of the child protection system for women with alcohol problems." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431409.

Antwi, William Kwadwo. "Child protection in Ghana : exploring the perception and behaviour of radiographers." Thesis, Sheffield Hallam University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713518.

Chen, Xiaobei. "Tending the gardens of citizenship, child protection in Toronto, 1880s-1920s." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ59081.pdf.

Zarate, Emilia Maria. "Child protection in Texas : caseworkers attitudes and perceptions towards CPS services /." View online, 2007. http://ecommons.txstate.edu/arp/210/.

Exploration of interventions in county lines and the challenges that professionals face for effective delivery, within the city of Liverpool: A qualitative study.

Public health dissertation prize winner.

• Julie O'Brien

Background: The phenomenon of children being exploited by county lines has been widely researched in relation to the grooming process, the push and pull factors that lead a child into county lines and the significant physical and mental health impact that the child suffers as a result. There has been little academic research, however, in the interventions that professionals deliver and the challenges and the barriers that they face in doing so. This study focuses on the Liverpool area, which is now after London, the top exporter of drugs via county lines.

Methods: A qualitative approach was utilised to conduct the research, underpinned by grounded theory. A total of seven participants were recruited via purposive sampling. Semi- structured interviews were conducted. Interviews were recorded and then transcribed. Thematic analysis was then implemented to analyse the results.

Results: The findings yielded six themes and several sub- themes. The challenges to successful delivery of interventions were identified as: contextual safeguarding and a no grass culture within Liverpool. Schooling and education were also identified as a barrier, particularly due to exclusion and the provision of alternative placements. Thirdly, multi- agency working and information sharing also impacted on delivery of interventions. The understanding of terminology in relation to county lines and its tendency to criminalise the child was also identified. The push and pull factors of county lines emerged as a theme, with acknowledgement that most children who were exploited have suffered adverse childhood experiences. Strong drivers from poverty, familial criminality and children with additional educational needs were identified. Finally, the lack of funding and resources for agencies who are working with children involved in county lines was also a strong theme.

Conclusion: County lines is child abuse and a complex public health issue. Professionals are faced with strong challenges to deliver effective interventions to children who are involved in this activity. Changes in traditional child protection methods should be considered, alongside an agreed national definition of child criminal exploitation, which does not criminalise the child. More funding and resourcing for communities and professionals are needed. Tackling county lines should be a priority for the United Kingdom Government.

Copyright (c) 2024 Julie O'Brien

This work is licensed under a Creative Commons Attribution 4.0 International License .

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Developed By

Hosted by LJMU Library Journal Hosting Service

Covering a story? Visit our page for journalists or call (773) 702-8360.

New Certificate Program

Top Stories

Uchicago women’s tennis team wins first ncaa title, faces of convocation: meet the people who play vital roles in uchicago’s celebration, prof. stuart rowan elected to the royal society, how do parents’ decisions impact a child’s development, prof. ariel kalil reflects on the behavioral insights and parenting lab's decade of research on families.

Ten years ago, Profs. Ariel Kalil and Susan Mayer co-founded the  Behavioral Insights and Parenting (BIP) Lab at the University of Chicago Harris School of Public Policy to better understand the science of decision-making among parents.

Over the past decade, the BIP Lab has conducted pathbreaking research that has strengthened families and improved children’s lives, while building partnerships with schools, governments and not-for-profits. We talked with Kalil, the Daniel Levin Professor at Harris, who co-directs the Lab along with Mayer, to discuss its impact—and what comes next:

What questions were you trying to answer when you launched the BIP Lab?

The central question, around which all others are based, is this: How do parents decide what they do to support their children’s development? It’s a big question. What makes a parent decide to read to their kid every day, or to choose a child care or pre-K environment? Similarly, how do they choose to show affection? Or what forms discipline takes? I wanted to understand what went into these decisions.

Parents aren't born to be types of parents: rather, parenting is characterized by the decisions parents make about how, and how often, they invest in their children to help them flourish. These decisions are shaped by an array of factors and subject to another array of constraints. As a developmental psychologist, this is how I think about what parents do.

Was this a natural next step in your research agenda?

Ten years ago, I was beginning to feel like the way I was approaching my research had run its course. I was mostly doing descriptive work with large-scale secondary data sets. I looked a lot like a demographer. I love demography, but I wanted something more ambitious and more challenging. There was a set of important, complex questions that I wanted to examine, but which required a vastly different approach for inquiry. First, answering these questions would require collecting my own data. Second, it would require an experimental approach, both in the lab and in the field. Third, it would require looking beyond developmental psychology for theories about why parents make the decisions they do. And, ultimately, it would mean taking those steps and innovating in a way that I hadn't done before.

Once I was set on this new path, I made the best decision of my career, which was to ask Susan Mayer if she was interested in joining forces. And thus we launched the Behavioral Insights and Parenting Lab in 2014. We’ve worked in lockstep ever since.

What are some of Lab's most important findings from the past ten years?

In simple terms: Parents procrastinate, parents are subject to cognitive biases and identity is important in parenting.

The bottlenecks to a parenting decision—like reading to your child before bedtime—are like the bottlenecks that can make it hard to do anything else in your life. Think of it as not going to the gym every day, despite signing up for a gym membership on January 1st, or not taking medicine every day, despite a doctor saying you should. These are basic activities that people forget about doing—or they know they should, and they just don't—and the same is true of parenting. Parenting is a series of decisions, just like anything else. The BIP Lab has been exploring how to overcome these tendencies people have.

We’re also discovering that technology helps overcome some of the barriers to parent-child engagement, because it can reduce some of the frictions that make it hard for parents to do what they intend. To that end, we’ve completed long-run experimental studies that have made a difference in areas such as decreasing chronic school absenteeism, improving early literacy skills, promoting early math skills, and improving parent engagement at home and with schools.

What are some other questions you’d like to tackle?

I’ve become really interested in exploring the idea that parenting is a team effort. We know this intuitively, but it doesn’t always get reflected in our analytic models. It’s not just performed by one person in the home.

I've done research revealing that kids get important inputs from all sorts of people who promote their development. In each day, kids receive time investment from not only their mother or father, but maybe also from a grandmother, an aunt, a friend, or a teacher. Many studies and programs consider only one parent at a time in thinking about promoting child development—an example of this is that parenting interventions are often designed for just one person, typically the mother.

I'd like to reimagine that. Raising children and investing in children is a group enterprise. It is conducted by individuals who are nested in families, who are in turn nested in peer groups, neighborhoods, cultures, and so on. I’d like to think more about how to measure and better understand this.

How do you think about the appropriate role for government to support child development?

Many government departments of education are, in effect, departments of schooling. But shouldn’t they really be departments of learning and education? The idea that education only happens in the school environment is flawed, and it leaves a giant hole in how we support kids' development. Children are at home most of the time, especially in the early years.

To this notion, I would like to see a wholesale re-understanding of the government's role in supporting parents. What should it be? How much should government reach into the sphere of the home environment? Not at all? A little bit? For what kinds of families? How would you do it in a way that respects privacy, and autonomy, and freedom of parents to choose what they want to do?

These are meaty questions that demand more study. And, for now, we lay a lot of responsibility on schools and teachers to educate children, and I find this perspective limited.

The BIP Lab has partnerships across Chicago and the state of Illinois. Why are partnerships so important?

At the heart of the BIP Lab is a partnership: the intellectual partnership that was formed between Susan Mayer and me. Our lab brings this ethos of collaboration and partnership to all the work we do. We are fortunate to have partnerships with hundreds of child care centers and school districts, with the State of Illinois (on our Governor Pritzker-backed  Chat2Learn initiative ), with the  Museum of Science and Industry , and many others. We’ve been able to build relationships of trust with these organizations that help bring our work to the next level.

Each year, our projects get bigger and more powerful. Partnerships have helped us raise research funds and a big merit of this is the many UChicago undergraduate and graduate students whom we can support to have research experiences.

What moments have proven unexpected and exciting at the BIP Lab?

The Illinois State Board of Education came to us for help during the COVID-19 pandemic. That was very gratifying. They were looking to us for a solution that would help parents interact with their kids while preschools were closed and parents were at home with their kids.

In response, we developed a tool called Chat2Learn, which is a text message-based, beautifully illustrated, open-ended question prompt program. It's for parents of preschool aged kids, and it sends a interesting open-ended conversation prompt every day to help parents talk with their kids in a way that builds not only kids' vocabulary, but also their sense of curiosity.

Chat2Learn’s defining feature is that it is a conversation starter, not a conversation stopper. It doesn't tell parents, "Ask your kids how many socks there are when you're folding the laundry,” or “Ask your kids how many squares there are on this window." Once you extract an answer like that out of your kids, the conversation is over. Instead, Chat2Learn asks open-ended questions: “What it would be like to have a pet giraffe?”, and other creative prompts. That conversation can go anywhere. We’re working now with a fabulous team of computer scientists to leverage AI and machine learning to take this tool to the next level of scale and ease of use.

What do you hope to see in the next ten years at the BIP Lab?

We want to focus on the opportunities that make the most impact. As many are, we're interested in technology and how it’s going to change society, social interactions and public policy. It could change so many aspects of education and child development, including how parents interact with their kids. It could change the nature of the home environment, and it could change these things for good or for ill. There is much to learn here.

The “ed tech explosion” has opened new avenues for partnership that hold great promise. Here at BIP Lab, we are collaborating with computer scientists, we're collaborating with tech companies—we never would have anticipated that. They're sharing their data; they're allowing us to do experimentation. We're working to develop AI integrations into the tools we’re developing, so that they can be more personalized, give parents feedback, and stimulate better parent-child interaction.

The bottom line is we want to continue to do the work that is both scientifically interesting and policy-relevant. We want to learn and do what we can to help all children reach their potential. And we want to train the next generation of Harris scholars who can change the world.

—Excerpted from a story that was published on the Harris Public Policy website. Read it in its entirety here.

Get more with UChicago News delivered to your inbox.

Related Topics

Latest news.

Inside the Lab

He Lab: Using the science of RNA to feed the world

NASA selects UChicago undergraduates’ proposal to build a ‘nano-satellite’

Go 'Inside the Lab' at UChicago

Explore labs through videos and Q and As with UChicago faculty, staff and students

Scientists may have found the spot where our supermassive black hole “vents”

Harris School of Public Policy

Around UChicago

Uchicago to offer new postbaccalaureate premedical certificate program.

Carnegie Fellow

UChicago political scientist Molly Offer-Westort named Carnegie Fellow

National Academy of Sciences

Five UChicago faculty elected to National Academy of Sciences in 2024

Laing Award

UChicago Press awards top honor to Margareta Ingrid Christian for ‘Objects in A…

Pulitzer Prize

Trina Reynolds-Tyler, MPP'20, wins Pulitzer Prize in Local Reporting

UChicago announces 2024 winners of Quantrell and PhD Teaching Awards

Biological Sciences Division

“You have to be open minded, planning to reinvent yourself every five to seven years.”

What Is a Capstone Project vs. Thesis

As students near the end of their academic journey, they encounter a crucial project called the capstone – a culmination of all they've learned. But what exactly is a capstone project? 

This article aims to demystify capstone projects, explaining what they are, why they matter, and what you can expect when you embark on this final academic endeavor.

Capstone Project Meaning

A capstone project is a comprehensive, culminating academic endeavor undertaken by students typically in their final year of study. 

It synthesizes their learning experiences, requiring students to apply the knowledge, skills, and competencies gained throughout their academic journey. A capstone project aims to address a real-world problem or explore a topic of interest in depth. 

As interdisciplinary papers, capstone projects encourage critical thinking, problem-solving, and creativity. They allow students to showcase their mastery of their field of study and demonstrate their readiness for future academic or professional pursuits.

Now that we’ve defined what is a capstone project, let’s discuss its importance in the academic landscape. In case you have short-form compositions to handle, simply say, ‘ do my essay for me ,’ and our writers will take care of your workload.

Why Is a Capstone Project Important

A capstone project is crucial because it allows students to combine everything they've learned in school and apply it to real-life situations or big problems. 

It's like the ultimate test of what they know and can do. By working on these projects, students get hands-on experience, learn to think critically and figure out how to solve tough problems. 

Plus, it's a chance to show off their skills and prove they're ready for whatever comes next, whether that's starting a career or going on to more schooling.

Never Written Capstones Before?

Professional writers across dozens of subjects can help you right now.

What Is the Purpose of a Capstone Project

Here are three key purposes of a capstone project:

Integration of Knowledge and Skills

Capstones often require students to draw upon the knowledge and skills they have acquired throughout their academic program. The importance of capstone project lies in helping students synthesize what they have learned and apply it to a real-world problem or project. 

This integration helps students demonstrate their proficiency and readiness for graduation or entry into their chosen profession.

Culmination of Learning

Capstone projects culminate a student's academic journey, allowing them to apply theoretical knowledge to real-world scenarios. 

tackling a significant project or problem, students demonstrate their understanding of concepts and their ability to translate them into practical solutions, reinforcing their learning journey.

Professional Development

Capstone projects allow students to develop skills relevant to their future careers. These projects can also be tangible examples of their capabilities to potential employers or graduate programs.

Whether it's conducting research, presenting findings, or collaborating with peers, students gain valuable experience that enhances their professional readiness. 

Types of Capstone Projects

Capstones vary widely depending on the academic discipline, institution, and specific program requirements. Here are some common types:

What Is the Difference Between a Thesis and a Capstone Project

Here's a breakdown of the key differences between a thesis and a capstone project:

How to Write a Capstone Project

Let's dive into the specifics with actionable and meaningful steps for writing a capstone project:

1. Select a Pertinent Topic

Identify a topic that aligns with your academic interests, program requirements, and real-world relevance. Consider issues or challenges within your field that merit further exploration or solution. 

Conduct thorough research to ensure the topic is both feasible and significant. Here are some brilliant capstone ideas for your inspiration.

2. Define Clear Objectives

Clearly articulate the objectives of your capstone project. What specific outcomes do you aim to achieve? 

Whether it's solving a problem, answering a research question, or developing a product, ensure your objectives are specific, measurable, achievable, relevant, and time-bound (SMART).

3. Conduct Comprehensive Research

Dive deep into existing literature, theories, and empirical evidence related to your chosen topic. Identify gaps, controversies, or areas for further investigation. 

Synthesize relevant findings and insights to inform the development of your project and provide a solid foundation for your analysis or implementation.

4. Develop a Structured Plan

What is a capstone project in college without a rigid structure? Outline a comprehensive plan for your capstone project, including key milestones, tasks, and deadlines. 

Break down the project into manageable phases, such as literature review, data collection, analysis, and presentation. Establish clear criteria for success and regularly monitor progress to stay on track.

5. Implement Methodological Rigor

If your project involves research, ensure methodological rigor by selecting appropriate research methods, tools, and techniques. 

Develop a detailed research design or project plan that addresses key methodological considerations, such as sampling, data collection, analysis, and validity. Adhere to ethical guidelines and best practices throughout the research process.

6. Analyze and Interpret Findings

Analyze your data or findings using appropriate analytical techniques and tools. Interpret the results in relation to your research questions or objectives, highlighting key patterns, trends, or insights. 

Critically evaluate the significance and implications of your findings within the broader context of your field or industry.

7. Communicate Effectively

Present your capstone project clearly, concisely, and compellingly. Whether it's a written report, presentation, or multimedia deliverable, tailor your communication style to your target audience. Clearly articulate your research questions, methodology, findings, and conclusions. 

Use visuals, examples, and real-world applications to enhance understanding and engagement. Be prepared to defend your project and answer questions from peers, faculty, or stakeholders.

In wrapping up, what is a capstone project? It’s like the grand finale of your academic journey, where all the knowledge and skills you've acquired come together in one big project. 

It's not just about passing a test or getting a grade – it's about proving you've got what it takes to make a real difference in the world. So, if you ever need capstone project help , our writers will gladly lend you a hand in no time.

Due Date Is Just Around the Corner?

Streamline the writing progress with our expert service!

What Is a Capstone Project in College?

How to do a capstone project, how long does a capstone project take to complete.

Annie Lambert

specializes in creating authoritative content on marketing, business, and finance, with a versatile ability to handle any essay type and dissertations. With a Master’s degree in Business Administration and a passion for social issues, her writing not only educates but also inspires action. On EssayPro blog, Annie delivers detailed guides and thought-provoking discussions on pressing economic and social topics. When not writing, she’s a guest speaker at various business seminars.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

• T. (2023, June 16). What Is a Capstone Project? National University. https://www.nu.edu/blog/what-is-a-capstone-project/
• Lukins, S. (2024, May 12). What is a capstone project? And why is it important? Top Universities. https://www.topuniversities.com/student-info/careers-advice-articles/what-capstone-project-why-it-important
• Capstone Project vs. Thesis: What’s the Difference? (2021, December 9). UAGC. https://www.uagc.edu/blog/capstone-project-vs-thesis-whats-difference

Related Articles

What is a thesis? Meaning and definition

Derived from the Greek word, “thesis” means “putting forward”. Thesis plays a vital role in completing a degree. For students planning to study abroad, it is crucial to understand what a thesis is.

As per diverse institutions and educational systems, the thesis obtains different meanings. For the British education system, the word thesis means the longest piece of writing that is completed at the end of a PhD. It often expresses the writer’s exceptional research and analyses.

For the US and other educational systems, the word thesis signifies the content created as the final step of one’s master’s and bachelor’s degrees.

Regardless of the educational system, the meaning of a thesis is a writing document that allows students to choose a topic and include research. It is important for them to conduct thorough research based on their chosen topic.

As you know the meaning of thesis, let’s understand ‘what is a thesis paper?’, ‘what is a college thesis?’ and ‘what does a thesis consist of?

What is a thesis paper? Understand its meaning!

A thesis paper is a type of document that is based on your original research. It is generally completed by students in the last year of a degree program, on a chosen topic.

The thesis paper is the longest piece of writing that expresses the topic. It depends on the students’ capability of how they do research, choose a relevant topic, create a proposal, gather data, establish a strong analysis, generate impactful conclusions and write a precise, clear and well-defined thesis.

A thesis is generally found at the end of the introduction of a thesis paper. In all research papers, it’s important to include a strong, concise thesis in order to grab the attention of readers.

Now, read ahead to know ‘what is a college thesis?’

Understanding a college thesis

A college thesis is a type of research project that students need to generate in their last year of graduation. Generally, students have to choose a topic they studied.

After choosing a topic, they need to share it with an advisor. Then, students can begin their research about the selected topic and start writing after the meeting with an advisor. Later, when they complete their thesis paper, college lecturers check it and decide if the paper is accurate and has all the required points and instructions for graduating from school.

Key components of a thesis

Now, you may ask ‘what does a thesis consist of?’ So, here are some major components that a thesis consists of, which include:

• Introduction
• Literature Review
• Methodology
• Discussion and Conclusion

We hope that now you know the answer to the question ‘what is thesis?’. A thesis usually expresses the chosen topic in a structured way, providing thorough research.

So, to write a clear and precise thesis, you must determine your thesis topic, do thorough research, create a draft, check the structure, and edit and proofread your paper, to ensure your final project is accurate.

For any assistance, connect with Edvoy . The expert team will help you get answers to all your queries.

Study Abroad Expert

Disclaimer: The views and opinions shared in this site solely belong to the individual authors and do not necessarily represent t ...Read More

What is a gap certificate? How to apply and its benefits

Post graduate work permit (PGWP) in Canada: Detailed guide

What is a diploma course? Different types and job prospects

Computer Science vs Software Engineering: Know the key differences

What is study permit? How to apply, differences between study permit and student visa

OFC Appointment for US Visa 2024

• Liberty University
• Jerry Falwell Library
• Special Collections
• < Previous

Home > ETD > Doctoral > 5624

Doctoral Dissertations and Projects

A phenomenological study of the perinatal experiences shaping a woman’s identity in academia.

Elizabeth Catherine DeBolt , Liberty University Follow

School of Education

Doctor of Philosophy in Education (PhD)

Lucinda Spaulding

Women faculty in academia, Mothers in academia, Perinatal experiences of women faculty, Challenges facing women faculty in academia, Maternity, Perinatal period, Women faculty success, Mercer, Bronfenbrenner, Postpartum in academia, Working mothers

Disciplines

Higher Education | Psychology

Recommended Citation

DeBolt, Elizabeth Catherine, "A Phenomenological Study of the Perinatal Experiences Shaping a Woman’s Identity in Academia" (2024). Doctoral Dissertations and Projects . 5624. https://digitalcommons.liberty.edu/doctoral/5624

The purpose of this qualitative hermeneutic phenomenological study was to understand the meaning women faculty in academia in the United States ascribe to their perinatal experiences and how these experiences affect the integration of their academic and maternal identities and outlook on continuing in the academy. The theories guiding this study were Mercer's theory on becoming a mother and Bronfenbrenner's bioecological model. The study was comprised of 10 women who became a mother with their first child within the last seven years of the study's initiation while holding a faculty position in academia that included teaching, scholarship, and service responsibilities while pregnant and during the first nine months postpartum. Data collection methods included questionnaires, semi-structured interviews, and a letter-writing exercise. Data analysis was founded upon van Manen's hermeneutic approach and supplemented by Saldaña's data analysis and coding methods. Through cyclical coding and condensing, the data was organized into five major themes and sub-themes to capture the essence of the participants’ perinatal experiences in application to the study’s central and sub-research questions. Among the findings, two crucial implications included the need participants had for supportive relationships and institutional policies during the perinatal period, along with a recognition of the dynamic changes that occur in one’s identity of becoming a mother.

Since May 22, 2024

Included in

Higher Education Commons , Psychology Commons

• Collections
• Faculty Expert Gallery
• Theses and Dissertations
• Conferences and Events
• Open Educational Resources (OER)
• Explore Disciplines

Advanced Search

• Notify me via email or RSS .

Faculty Authors

• Submit Research
• Expert Gallery Login

Student Authors

• Undergraduate Submissions
• Graduate Submissions
• Honors Submissions

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

• 1.1 Etymology
• 1.2 Pronunciation
• 1.3.1 Derived terms
• 1.3.2 Related terms
• 1.3.3 Translations
• 1.4 References
• 1.5 Further reading
• 1.6 Anagrams
• 2.1 Etymology
• 2.2 Pronunciation
• 3.1 Etymology
• 3.2 Pronunciation
• 3.3.1 Declension
• 3.3.2 Descendants
• 3.4 References

English [ edit ]

Etymology [ edit ].

From Late Middle English thesis ( “ lowering of the voice ” ) [1] and also borrowed directly from its etymon Latin thesis ( “ proposition, thesis; lowering of the voice ” ) , from Ancient Greek θέσῐς ( thésis , “ arrangement, placement, setting; conclusion, position, thesis; lowering of the voice ” ) , from τῐ́θημῐ ( títhēmi , “ to place, put, set; to put down in writing; to consider as, regard ” ) [2] [3] (ultimately from Proto-Indo-European *dʰeh₁- ( “ to do; to place, put ” ) ) + -σῐς ( -sis , suffix forming abstract nouns or nouns of action, process, or result ) . The English word is a doublet of deed .

Sense 1.1 (“proposition or statement supported by arguments”) is adopted from antithesis . [2] Sense 1.4 (“initial stage of reasoning”) was first used by the German philosopher Johann Gottlieb Fichte (1762–1814), and later applied to the dialectical method of his countryman, the philosopher Georg Wilhelm Friedrich Hegel (1770–1831).

The plural form theses is borrowed from Latin thesēs , from Ancient Greek θέσεις ( théseis ) .

Pronunciation [ edit ]

• ( Received Pronunciation ) IPA ( key ) : /ˈθiːsɪs/ , ( archaic ) /ˈθɛsɪs/
• ( General American ) IPA ( key ) : /ˈθisɪs/
• Rhymes: -iːsɪs
• Hyphenation: the‧sis
• ( Received Pronunciation ) IPA ( key ) : /ˈθiːsiːz/
• ( General American ) IPA ( key ) : /ˈθisiz/
• Rhymes: -iːsiːz
• Hyphenation: the‧ses

Noun [ edit ]

thesis ( plural theses )

• ( rhetoric ) A proposition or statement supported by arguments .
• 1766 , [ Oliver Goldsmith ], “The Conclusion”, in The Vicar of Wakefield:   [ … ] , volume II, Salisbury, Wiltshire: [ … ] B. Collins, for F [ rancis ] Newbery ,   [ … ] , →OCLC ; reprinted London: Elliot Stock , 1885 , →OCLC , pages 218–219 : I told them of the grave, becoming, and ſublime deportment they ſhould aſſume upon this myſtical occaſion, and read them two homilies and a theſis of my own compoſing, in order to prepare them.
• ( mathematics , computer science ) A conjecture , especially one too vague to be formally stated or verified but useful as a working convention.
• ( logic ) An affirmation , or distinction from a supposition or hypothesis .
• ( philosophy ) In the dialectical method of Georg Wilhelm Friedrich Hegel : the initial stage of reasoning where a formal statement of a point is developed ; this is followed by antithesis and synthesis .
• ( music , prosody , originally ) The action of lowering the hand or bringing down the foot when indicating a rhythm ; hence, an accented part of a measure of music or verse indicated by this action; an ictus , a stress . Antonym: arsis
• ( music , prosody , with a reversal of meaning ) A depression of the voice when pronouncing a syllables of a word ; hence, the unstressed part of the metrical foot of a verse upon which such a depression falls , or an unaccented musical note .

Derived terms [ edit ]

• all but thesis
• bachelor's thesis
• Church-Turing thesis
• conflict thesis
• doctoral thesis
• graduate thesis
• Habakkuk thesis
• master's thesis
• Merton thesis
• private language thesis
• thesis defense
• thesis film
• thesis statement

Related terms [ edit ]

Translations [ edit ], references [ edit ].

• ^ “ thē̆sis, n. ”, in MED Online , Ann Arbor, Mich.: University of Michigan , 2007 .
• ^ “ thesis, n. ”, in Lexico , Dictionary.com ; Oxford University Press , 2019–2022 .

Further reading [ edit ]

• “ thesis ”, in The Century Dictionary   [ … ] , New York, N.Y.: The Century Co. , 1911 , →OCLC .
• “ thesis ”, in Webster’s Revised Unabridged Dictionary , Springfield, Mass.: G. & C. Merriam , 1913 , →OCLC .

Anagrams [ edit ]

• Heists , Sethis , heists , shiest , shites , sithes , thises

Dutch [ edit ]

From Latin thesis , from Ancient Greek θέσις ( thésis , “ a proposition, a statement, a thing laid down, thesis in rhetoric, thesis in prosody ” ) .

thesis   f ( plural theses or thesissen , diminutive thesisje   n )

• Dated form of these . Synonyms: dissertatie , proefschrift , scriptie

Latin [ edit ]

From Ancient Greek θέσις ( thésis , “ a proposition, a statement, a thing laid down, thesis in rhetoric, thesis in prosody ” ) .

• ( Classical ) IPA ( key ) : /ˈtʰe.sis/ , [ˈt̪ʰɛs̠ɪs̠]
• ( modern Italianate Ecclesiastical ) IPA ( key ) : /ˈte.sis/ , [ˈt̪ɛːs̬is]

thesis   f ( genitive thesis ) ; third declension

Declension [ edit ]

Descendants [ edit ].

• → Dutch: thesis
• → Armenian: թեզ ( tʻez )
• → Dutch: these
• → Persian: تز ( tez )
• → Romanian: teză
• → Turkish: tez
• Galician: tese
• Italian: tesi
• English: thesis
• Portuguese: tese
• Spanish: tesis
• “ thesis ”, in Charlton T. Lewis and Charles Short ( 1879 ) A Latin Dictionary , Oxford: Clarendon Press
• thesis in Gaffiot, Félix ( 1934 ) Dictionnaire illustré latin-français , Hachette.

• English terms derived from Proto-Indo-European
• English terms derived from the Proto-Indo-European root *dʰeh₁-
• English terms inherited from Middle English
• English terms derived from Middle English
• English terms borrowed from Latin
• English terms derived from Latin
• English terms derived from Ancient Greek
• English doublets
• English 2-syllable words
• English terms with IPA pronunciation
• English terms with audio links
• Rhymes:English/iːsɪs
• Rhymes:English/iːsɪs/2 syllables
• Rhymes:English/iːsiːz
• English lemmas
• English nouns
• English countable nouns
• English nouns with irregular plurals
• en:Rhetoric
• English terms with quotations
• en:Mathematics
• en:Computer science
• en:Philosophy
• English contranyms
• Dutch terms derived from Latin
• Dutch terms derived from Ancient Greek
• Dutch terms with audio links
• Dutch lemmas
• Dutch nouns
• Dutch nouns with Latin plurals
• Dutch nouns with plural in -en
• Dutch feminine nouns
• Dutch dated forms
• Latin terms derived from Proto-Indo-European
• Latin terms derived from the Proto-Indo-European root *dʰeh₁-
• Latin terms borrowed from Ancient Greek
• Latin terms derived from Ancient Greek
• Latin 2-syllable words
• Latin terms with IPA pronunciation
• Latin lemmas
• Latin nouns
• Latin third declension nouns
• Latin feminine nouns in the third declension
• Latin feminine nouns
• Word of the day archive
• English entries with language name categories using raw markup
• Mandarin terms with redundant transliterations
• Russian terms with non-redundant manual transliterations

Navigation menu