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Chase Mason is a plant biologist interested in the evolution of key physiological traits that allow plants to thrive in diverse habitats, as well as the genetic basis of such traits. This Doctoral Dissertation Improvement Grant allowed him to expand his dissertation research from focusing on only leaf traits that determine productivity and stress tolerance in wild sunflower species, to incorporating a broad focus on leaf physical and chemical defenses in both wild and crop sunflower.
Leaf defenses are traits that protect a plant’s leaves from attack by insects or disease pathogens. These traits include physical defense traits like toughness, spines, or waxy coatings, and chemical defense traits like toxins and bitter-tasting compounds. While individual leaf defenses have been long studied, there has been little research on the relationship between leaf defenses and the important leaf physiological traits that define plant growth rate and environmental stress tolerance. This research project sought to address this significant gap in the field of plant evolutionary ecophysiology by exploring the relationship between leaf physiology and defense across 28 species of wild sunflower (members of the genus Helianthus ), as well as across 288 varieties of cultivated sunflower ( Helianthus annuus ). Both wild and cultivated sunflowers were assessed for leaf physiology and defenses in controlled greenhouse studies.
Wild sunflower species thrive in habitats as diverse as deserts, wetlands, prairies, forests, and even rock outcrops, and wild species data were used to understand how trait interactions allow persistence in native habitat. Findings indicate that physical defenses trade off with leaf traits predictive of growth rate as wild sunflower species have diversified across the many habitats of North America. Chemical defenses, however, are more variable in their relationships, with some classes of compounds indeed trading off with growth and others unrelated. This indicates that large investments in some kinds of chemical defenses are not incompatible with fast growth.
Cultivated sunflower data was used to understand the covariation of these traits in crop varieties, and used to determine the genetic basis of both leaf physiology and defense traits. Variation in physical and chemical defense traits is broad, and genetic mapping analysis indicates that variation in traits like leaf toughness are likely controlled by a few genes of large effect, while other traits like concentrations of defense compounds are likely controlled by many genes of small individual effect. Subsequent work will attempt to identify the genes controlling major variation in defense traits.
By understanding how leaf physiology and defenses have changed together during adaptation to different environments, we can understand the interplay of these important ecological traits, uncover agriculturally valuable trait combinations, and predict changes in wild ecosystems under climate and land-use change. This research project also generated a large database of secondary metabolite variation across wild sunflowers that will allow for better targeted utilization of wild species for breeding purposes. Cultivated sunflower is an important oilseed and confectionary crop, and understanding both the phenotypic relationships among leaf productivity and defense traits and the genetic basis of these traits provides highly valuable information to breeders for crop improvement. Discovery of genetic associations in sunflower can also be applied more broadly to look for genetic regions in other crop or wild species. The trait data generated for the panel of 288 cultivated lines of cultivated sunflower will also be archived with the USDA germplasm resources information network. This database focuses on curating information on seed accessions of agronomic importance for crop improvement, and allows research scientists and crop breeders access to diverse germplasm of hundreds of crop species and their wild relatives. By contributing detailed phenotypic and genotypic information to this germplasm database, this data establishes a powerful resource for correlating genotype with physiological performance in agricultural settings. This information will bridge an important gap between basic research and agricultural applications.
In addition to the new knowledge generated, through this research project three graduate students were trained in a variety of techniques in plant physiology, analytical chemistry, and genomics. Nine undergraduates were also trained in scientific inquiry and research methods in plant science, contributing to the training of the next generation of scientists. The majority of these undergraduates were also from demographic groups defined by NSF as underrepresented in science. K-12 students were also exposed to the plant sciences through graduate student participation in the nationwide Planting Science program that links scientist mentors to middle and high school classrooms through teleconferencing.
Last Modified: 07/31/2017 Modified by: Chase Mason
Please report errors in award information by writing to: [email protected] .
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A Notice by the Education Department on 08/15/2024
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Institute of Education Sciences, Department of Education.
The Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2025 for the Special Education Dissertation Research Fellowship Program.
Application Package Available: August 29, 2024.
Deadline for Transmittal of Applications: November 14, 2024.
For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022 ( 87 FR 75045 ) and available at www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs .
Courtney Pollack. Telephone: 202-987-0999. Email: [email protected] .
If you are deaf, hard of hearing, or have a speech disability and wish to access telecommunications relay services, please dial 7-1-1.
Purpose of Program: In awarding research training grant programs, the Institute of Education Sciences (IES) aims to prepare individuals to conduct rigorous and relevant education and special education research that advances knowledge within the field and addresses issues important to education policymakers and practitioners.
Assistance Listing Number: 84.324G.
OMB Control Number: 4040-0001.
Competition in This Notice: The IES National Center for Special Education Research (NCSER) is announcing one competition: Special Education Dissertation Research Fellowship Program (ALN 84.324G). Under the Dissertation program, doctoral students will receive support for conducting their dissertation and participating in related training with guidance from a sponsor at their institution. NCSER will consider only applications that address one or more of the following topics:
Multiple Submissions: You may submit applications to more than one of the FY 2025 research and research training grant programs offered through the Department, including those offered through IES as well as those offered through other offices and programs within the Department. You may submit multiple applications to the grant program announced here as long as they specify different doctoral students and dissertation research. However, you may submit a given application only once for the IES FY 2025 grant competitions, meaning you may not submit the same application or similar applications to multiple grant programs within IES, to multiple topics within a grant competition, or multiple times within the same topic. If you submit multiple similar applications, IES will determine whether and which applications will be accepted for review and/or will be eligible for funding. In addition, if you submit the same or similar application to IES and to another funding entity within or external to the Department and receive funding for the non-IES application prior to IES scientific peer review of applications, you must withdraw the same or similar application submitted to IES, or IES may otherwise determine you are ineligible to receive an award. If reviews are happening concurrently, IES staff will consult with the other potential funder to determine the degree of overlap and which entity will provide funding if both applications are being considered for funding.
Exemption from Proposed Rulemaking: Under section 191 of the ( print page 66373) Education Sciences Reform Act, 20 U.S.C. 9581 , IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d) , and is therefore not required to offer interested parties the opportunity to comment on matters relating to grants.
Program Authority: 20 U.S.C. 9501 et seq.
Note: Projects will be awarded and must be operated in a manner consistent with the nondiscrimination requirements contained in Federal civil rights laws.
Applicable Regulations: (a) The Education Department General Administrative Regulations in 34 CFR parts 77 , 81 , 82 , 84 , 86 , 97 , 98 , and 99 . In addition, the regulations in 34 CFR part 75 are applicable, except for the provisions in 34 CFR 75.100 , 75.101(b) , 75.102 , 75.103 , 75.105 , 75.109(a) , 75.200 , 75.201 , 75.209 , 75.210 , 75.211 , 75.217(a)-(c) , 75.219 , 75.220 , 75.221 , 75.222 , 75.230 , 75.250(a) , and 75.708 . (b) The Office of Management and Budget (OMB) Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180 , as adopted and amended as regulations of the Department in 2 CFR part 3485 . (c) The Guidance for Federal Financial Assistance in 2 CFR part 200 , as adopted and amended as regulations of the Department in 2 CFR part 3474 .
Note: The open licensing requirement in 2 CFR 3474.20 does not apply to this competition.
Note: The Department will implement the provisions in the OMB final rule OMB Guidance for Federal Financial Assistance, which amends 2 CFR parts 25 , 170 , 175 , 176 , 180 , 182 , 183 , 184 , and 200 , on October 1, 2024. Grant applicants that anticipate a performance period start date on or after October 1, 2024 should follow the provisions in the OMB Guidance for Federal Financial Assistance ( 89 FR 30046 ) when preparing an application. For more information about these updated regulations please visit: www.cfo.gov/resources/uniform-guidance/ .
Type of Awards: Discretionary grants.
Fiscal Information: Although Congress has not yet enacted an appropriation for FY 2025, IES is inviting applications for this competition now so that applicants can have adequate time to prepare their applications. The actual level of funding, if any, depends on final congressional action. IES may announce additional competitions later in 2024.
Estimated Range of Awards: Up to $50,000 for the entire project period of 1 year.
Estimated Number of Awards: The number of awards will depend on the quality of the applications received and the availability of funds.
IES may waive any of the following limits on awards in the special case that the peer review process results in a tie between two or more grant applications, making it impossible to adhere to the limits without funding only some of the equally ranked applications. In that case, IES may make a larger number of awards to include all applications of the same rank.
IES intends to fund up to eight grants. However, should funding be available, IES may consider making additional awards to high-quality applications that remain unfunded after eight awards are made.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 1 year.
1. Eligible Applicants: Eligible applicants are institutions of higher education in the United States and its territories that confer doctoral degrees.
2. a. Cost Sharing or Matching: The competition in this notice does not require cost sharing or matching.
b. Indirect Cost Rate Information: Under 34 CFR 75.562(c)(2) , indirect cost reimbursement on a training grant is limited to the recipient's actual indirect costs, as determined by its negotiated indirect cost rate agreement, or 8 percent of a modified total direct cost base, whichever amount is less. For more information regarding indirect costs, or to obtain a negotiated indirect cost rate, please see www2.ed.gov/about/offices/list/ocfo/intro.html .
3. Subgrantees: A grantee under this competition may not award subgrants to entities to directly carry out project activities described in its application.
1. Application Submission Instructions: Applicants are required to follow the Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022 ( 87 FR 75045 ) and available at https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs , which contain requirements and information on how to submit an application.
2. Other Information: Information regarding program and application requirements can be found in the currently available IES Application Submission Guide and in the Request for Applications (RFA), which will be available on or before August 29, 2024, on the IES website at: https://ies.ed.gov/funding/ . The application package will also be available on or before August 29, 2024.
3. Content and Form of Application Submission: Requirements concerning the content of an application are contained in the RFA. The forms that must be submitted are in the application package.
4. Submission Dates and Times: The deadline date for transmittal of applications is November 14, 2024.
We do not consider an application that does not comply with the deadline requirements.
5. Intergovernmental Review: This competition is not subject to Executive Order 12372 and the regulations in 34 CFR part 79 .
6. Funding Restrictions: We reference regulations outlining funding restrictions in the Applicable Regulations section of this notice.
1. Selection Criteria: For all of its grant competitions, IES uses selection criteria based on a peer review process that has been approved by the National Board for Education Sciences. The Peer Review Procedures for Grant Applications can be found on the IES website at https://ies.ed.gov/director/sro/application_review.asp .
Peer reviewers will be asked to evaluate the significance of the application, quality of the research plan, quality of the career plan, and quality of the management plan. These criteria will be described in greater detail in the RFA.
Applications must include budgets no higher than the maximum award as set out in the RFA. IES will not make an award exceeding the maximum award amount as set out in the RFA.
2. Review and Selection Process: We remind potential applicants that in reviewing applications in any discretionary grant competition, IES may consider, under 34 CFR 75.217(d)(3) , the past performance of the applicant in carrying out a previous award, such as the applicant's use of funds, achievement of project objectives, compliance with the IES policy regarding public access to research, and compliance with grant conditions. IES may also consider whether the applicant failed to submit a timely performance report or submitted a report of unacceptable quality.
In addition, in making a competitive grant award, IES requires various ( print page 66374) assurances including those applicable to Federal civil rights laws that prohibit discrimination in programs or activities receiving Federal financial assistance from the Department ( 34 CFR 100.4 , 104.5 , 106.4 , 108.8 , and 110.23 ).
3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 200.206 , before awarding grants under this competition, the Department conducts a review of the risks posed by applicants. Under 2 CFR 200.208 , IES may impose specific conditions and, under 2 CFR 3474.10 , in appropriate circumstances, high-risk conditions on a grant if the applicant or grantee is not financially stable; has a history of unsatisfactory performance; has a financial or other management system that does not meet the standards in 2 CFR part 200, subpart D ; has not fulfilled the conditions of a prior grant; or is otherwise not responsible.
4. Integrity and Performance System: If you are selected under this competition to receive an award that over the course of the project period may exceed the simplified acquisition threshold (currently $250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your integrity, business ethics, and record of performance under Federal awards—that is, the risk posed by you as an applicant—before we make an award. In doing so, we must consider any information about you that is in the integrity and performance system (currently referred to as the Federal Awardee Performance and Integrity Information System (FAPIIS)), accessible through the System for Award Management. You may review and comment on any information about yourself that a Federal agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active grants, cooperative agreements, and procurement contracts from the Federal Government exceeds $10,000,000, the reporting requirements in 2 CFR part 200, Appendix XII , require you to report certain integrity information to FAPIIS semiannually. Please review the requirements in 2 CFR part 200, Appendix XII , if this grant plus all the other Federal funds you receive exceed $10,000,000.
5. In General: In accordance with the OMB's guidance located at 2 CFR part 200 , all applicable Federal laws, and relevant Executive guidance, the Department will review and consider applications for funding pursuant to this notice inviting applications in accordance with:
(a) Selecting recipients most likely to be successful in delivering results based on the program objectives through an objective process of evaluating Federal award applications ( 2 CFR 200.205 );
(b) Prohibiting the purchase of certain telecommunication and video surveillance services or equipment in alignment with section 889 of the National Defense Authorization Act of 2019 ( Pub. L. 115-232 ) ( 2 CFR 200.216 );
(c) Providing a preference, to the extent permitted by law, to maximize use of goods, products, and materials produced in the United States ( 2 CFR 200.322 ); and
(d) Terminating agreements in whole or in part to the greatest extent authorized by law if an award no longer effectuates the program goals or agency priorities ( 2 CFR 200.340 ).
1. Award Notices: If your application is successful, we notify your U.S. Representative and U.S. Senators and send you a Grant Award Notification (GAN); or we may send you an email containing a link to access an electronic version of your GAN. We also may notify you informally.
If your application is not evaluated or not selected for funding, we notify you.
2. Administrative and National Policy Requirements: We identify administrative and national policy requirements in the application package and reference these and other requirements in the Applicable Regulations section of this notice.
We reference the regulations outlining the terms and conditions of an award in the Applicable Regulations section of this notice and include these and other specific conditions in the GAN. The GAN also incorporates your approved application as part of your binding commitments under the grant.
3. Grant Administration: Applicants should budget for an annual meeting of four days for project directors to be held in Washington, DC.
4. Reporting: (a) If you apply for a grant under the competition announced in this notice, you must ensure that you have in place the necessary processes and systems to comply with the reporting requirements in 2 CFR part 170 should you receive funding under the competition. This does not apply if you have an exception under 2 CFR 170.110(b) .
(b) At the end of your project period, you must submit a final performance report, including financial information, as directed by IES. If you receive a multiyear award, you must submit an annual performance report that provides the most current performance and financial expenditure information as directed by IES under 34 CFR 75.118 . IES may also require more frequent performance reports under 34 CFR 75.720(c) . For specific requirements on reporting, please go to www.ed.gov/fund/grant/apply/appforms/appforms.html .
5. Performance Measures: To evaluate the overall success of its special education research grant programs, IES annually assesses the percentage of projects that result in peer-reviewed publications, the number of newly developed or modified interventions with evidence of promise for improving learner education outcomes, and the number of IES-supported interventions with evidence of efficacy in improving learner education outcomes. School readiness outcomes include pre-reading, reading, pre-writing, early mathematics, early science, and social-emotional skills that prepare young children for school. Developmental outcomes for infants and toddlers (birth to age three) include cognitive, communicative, linguistic, social, emotional, adaptive, functional, or physical development. Student academic outcomes include learning and achievement in academic content areas, such as reading, writing, math, and science, as well as outcomes that reflect students' successful progression through the education system, such as course and grade completion; high school graduation; and postsecondary enrollment, progress, and completion. Social and behavioral competencies include social and emotional skills, attitudes, and behaviors that are important to academic and post-academic success. Functional outcomes include behaviors and skills that learners need to participate in developmentally appropriate routines and activities. Transition outcomes include transition to employment, independent living, and postsecondary education. Employment and earnings outcomes include hours of employment, job stability, and wages and benefits, and may be measured in addition to student academic outcomes.
6. Continuation Awards: There is no option for a continuation award under this competition.
Accessible Format: On request to the program contact person listed in FOR FURTHER INFORMATION CONTACT , as well as in the RFA and application package, individuals with disabilities can obtain this document and a copy of the RFA in an accessible format. The Department will provide the requestor with an accessible format that may include Rich Text Format (RTF) or text format (txt), a thumb drive, an MP3 file, braille, large print, audiotape, compact disc, or other accessible format. ( print page 66375)
Electronic Access to This Document: The official version of this document is the document published in the Federal Register . You may access the official edition of the Federal Register and the Code of Federal Regulations at www.govinfo.gov . At this site you can view this document, as well as all other Department documents published in the Federal Register , in text or Portable Document Format (PDF). To use PDF you must have Adobe Acrobat Reader, which is available free at the site.
You may also access Department documents published in the Federal Register by using the article search feature at www.federalregister.gov . Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department.
Matthew Soldner,
Acting Director, Institute of Education Sciences.
[ FR Doc. 2024-18271 Filed 8-14-24; 8:45 am]
BILLING CODE 4000-01-P
Information.
Academic research is at a crossroads between tradition and innovation. The landscape is rapidly transforming, as technological advances shift educational structures and bring up tough questions on ethical integrity. For sure, it’s an exciting time to study a Doctorate of Business Administration and to do DBA Research.
This blog post delves into 10 tips to navigate the research portion of your DBA, offering insights into the evolving nature of research and its implications for scholars and practitioners alike.
In the academic universe, change is not just a constant; it’s a necessity . We’re on a journey where the old intersects with the new, where the traditional academic rigor meets the swift currents of technological innovation.
There’s been a significant leap forward in the tools available to researchers. Software like Mandalay represent a leap forward in DBA research efficiency, automating citation management and data organization. These advancements save researchers valuable time, allowing them to focus more on analysis and less on administrative tasks.
There’s a sort of struggle for balance between technology and fundamentals. Remember that while it streamlines DBA research, technology cannot replace the foundational understanding of research principles .
A profound grasp of methodology and critical thinking remains essential. It ensures that scholars can effectively leverage new tools without compromising the integrity of their work.
There it is, the elephant in the room: plagiarism. With AI tools in hand, the line into plagiarism is blurrier than ever. That’s why it’s crucial for researchers to use technology responsibly , ensuring that their work maintains originality and credibility.
Technology should enhance, not replace, the foundational bedrock of scholarly inquiry. Aim for originality.
Parallel to technological advancements, the art of presenting and communicating DBA research has gained significance. In today’s digital age, scholars must not only produce original research but also possess the skills to present it effectively.
Scholars must bring fresh perspectives and critical analysis to their work. They need a deep engagement with their subject matter.
What’s more, they need dynamic presentation skills . Effective communication is key in presenting research. Scholars should strive to create engaging and clear presentations, showcasing their findings with confidence and clarity.
A well-structured presentation highlights the importance and implications of research findings. Clear communication helps to convey complex ideas effectively, making the research accessible and impactful.
Doctoral research programs are evolving to be more accommodating to working professionals, offering structured pathways that expedite the journey to a doctoral degree without sacrificing academic rigor.
For example, the shift towards Doctoral Research Projects (DRPs) indicates a broader trend in education towards more flexible and accessible learning models, tailored to the needs of today’s scholars and professionals.
Therefore, the future of DBA research education lies in its ability to be adaptable, accessible, and aligned with the evolving demands of the academic and professional world.
Critical thinking is at its most important. When you dive into literature review, make it meaningful. It lays the groundwork for meaningful research, providing the context and framework necessary for insightful analysis and discovery.
Critical thinking and analytical skills are the backbone of DBA research , enabling scholars to evaluate findings accurately and contribute valuable insights to their field.
Direct interactions, such as oral presentations and defenses, are crucial for assessing the authenticity and depth of DBA research They underscore the importance of personal engagement in the digital age.
Remember – no matter how much technology can help you assemble an articulate paragraph, it can’t do anything for you during an oral presentation.
A collaborative relationship between students and advisors is fundamental to research success, as it fosters an environment of support, guidance, and mutual respect.
Reach out to those around you. Work together, request feedback, and learn from each other. There’s a lot of room to grow, and the people around you are the best source of growth .
Maintaining academic rigor and ethical standards is paramount. It ensures that the integrity of scholarly work remains untarnished.
Adhere to ethical DBA research practices , including thorough and accurate citations. The credibility and reliability of academic work have high standards, and you should strive to meet them.
The future of DBA research is a blend of tradition and innovation , where integrating new technologies and methodologies enhances the depth and reach of scholarly inquiry. By embracing these changes while steadfastly upholding the principles of rigorous and ethical research, the academic community can confidently navigate this evolving landscape and contribute meaningful advancements to the world of knowledge.
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Published on September 7, 2022 by Tegan George and Shona McCombes. Revised on November 21, 2023.
The introduction is the first section of your thesis or dissertation , appearing right after the table of contents . Your introduction draws your reader in, setting the stage for your research with a clear focus, purpose, and direction on a relevant topic .
Your introduction should include:
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How to start your introduction, topic and context, focus and scope, relevance and importance, questions and objectives, overview of the structure, thesis introduction example, introduction checklist, other interesting articles, frequently asked questions about introductions.
Although your introduction kicks off your dissertation, it doesn’t have to be the first thing you write — in fact, it’s often one of the very last parts to be completed (just before your abstract ).
It’s a good idea to write a rough draft of your introduction as you begin your research, to help guide you. If you wrote a research proposal , consider using this as a template, as it contains many of the same elements. However, be sure to revise your introduction throughout the writing process, making sure it matches the content of your ensuing sections.
Professional editors proofread and edit your paper by focusing on:
See an example
Begin by introducing your dissertation topic and giving any necessary background information. It’s important to contextualize your research and generate interest. Aim to show why your topic is timely or important. You may want to mention a relevant news item, academic debate, or practical problem.
After a brief introduction to your general area of interest, narrow your focus and define the scope of your research.
You can narrow this down in many ways, such as by:
It’s essential to share your motivation for doing this research, as well as how it relates to existing work on your topic. Further, you should also mention what new insights you expect it will contribute.
Start by giving a brief overview of the current state of research. You should definitely cite the most relevant literature, but remember that you will conduct a more in-depth survey of relevant sources in the literature review section, so there’s no need to go too in-depth in the introduction.
Depending on your field, the importance of your research might focus on its practical application (e.g., in policy or management) or on advancing scholarly understanding of the topic (e.g., by developing theories or adding new empirical data). In many cases, it will do both.
Ultimately, your introduction should explain how your thesis or dissertation:
Perhaps the most important part of your introduction is your questions and objectives, as it sets up the expectations for the rest of your thesis or dissertation. How you formulate your research questions and research objectives will depend on your discipline, topic, and focus, but you should always clearly state the central aim of your research.
If your research aims to test hypotheses , you can formulate them here. Your introduction is also a good place for a conceptual framework that suggests relationships between variables .
To help guide your reader, end your introduction with an outline of the structure of the thesis or dissertation to follow. Share a brief summary of each chapter, clearly showing how each contributes to your central aims. However, be careful to keep this overview concise: 1-2 sentences should be enough.
I. Introduction
Human language consists of a set of vowels and consonants which are combined to form words. During the speech production process, thoughts are converted into spoken utterances to convey a message. The appropriate words and their meanings are selected in the mental lexicon (Dell & Burger, 1997). This pre-verbal message is then grammatically coded, during which a syntactic representation of the utterance is built.
Speech, language, and voice disorders affect the vocal cords, nerves, muscles, and brain structures, which result in a distorted language reception or speech production (Sataloff & Hawkshaw, 2014). The symptoms vary from adding superfluous words and taking pauses to hoarseness of the voice, depending on the type of disorder (Dodd, 2005). However, distortions of the speech may also occur as a result of a disease that seems unrelated to speech, such as multiple sclerosis or chronic obstructive pulmonary disease.
This study aims to determine which acoustic parameters are suitable for the automatic detection of exacerbations in patients suffering from chronic obstructive pulmonary disease (COPD) by investigating which aspects of speech differ between COPD patients and healthy speakers and which aspects differ between COPD patients in exacerbation and stable COPD patients.
I have introduced my research topic in an engaging way.
I have provided necessary context to help the reader understand my topic.
I have clearly specified the focus of my research.
I have shown the relevance and importance of the dissertation topic .
I have clearly stated the problem or question that my research addresses.
I have outlined the specific objectives of the research .
I have provided an overview of the dissertation’s structure .
You've written a strong introduction for your thesis or dissertation. Use the other checklists to continue improving your dissertation.
If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!
Research bias
(AI) Tools
The introduction of a research paper includes several key elements:
and your problem statement
Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.
This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .
Research objectives describe what you intend your research project to accomplish.
They summarize the approach and purpose of the project and help to focus your research.
Your objectives should appear in the introduction of your research paper , at the end of your problem statement .
Scope of research is determined at the beginning of your research process , prior to the data collection stage. Sometimes called “scope of study,” your scope delineates what will and will not be covered in your project. It helps you focus your work and your time, ensuring that you’ll be able to achieve your goals and outcomes.
Defining a scope can be very useful in any research project, from a research proposal to a thesis or dissertation . A scope is needed for all types of research: quantitative , qualitative , and mixed methods .
To define your scope of research, consider the following:
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George, T. & McCombes, S. (2023, November 21). How to Write a Thesis or Dissertation Introduction. Scribbr. Retrieved August 22, 2024, from https://www.scribbr.com/dissertation/introduction-structure/
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Craft a convincing dissertation or thesis research proposal. Write a clear, compelling introduction chapter. Undertake a thorough review of the existing research and write up a literature review. Undertake your own research. Present and interpret your findings. Draw a conclusion and discuss the implications.
A dissertation is a long-form piece of academic writing based on original research conducted by you. It is usually submitted as the final step in order to finish a PhD program. Your dissertation is probably the longest piece of writing you've ever completed. It requires solid research, writing, and analysis skills, and it can be intimidating ...
A dissertation is a substantial research project that contributes to your field of study. Graduate students write a dissertation to earn their doctorate. The format and content of a dissertation vary widely depending on the academic discipline. Doctoral candidates work closely with their faculty advisor to complete and defend the dissertation ...
A dissertation is a lengthy research paper written as a requirement to earn an academic degree. Typically, students must write a dissertation toward the end of their program to prove their knowledge and contribute new research to their field. Whether a student earns the degree depends on the quality of their paper and how it is presented.
A dissertation prospectus or proposal describes what or who you plan to research for your dissertation. It delves into why, when, where, and how you will do your research, as well as helps you choose a type of research to pursue. You should also determine whether you plan to pursue qualitative or quantitative methods and what your research design will look like.
When starting your thesis or dissertation process, one of the first requirements is a research proposal or a prospectus. It describes what or who you want to examine, delving into why, when, where, and how you will do so, stemming from your research question and a relevant topic. The proposal or prospectus stage is crucial for the development ...
Revised on 5 May 2022. A dissertation is a large research project undertaken at the end of a degree. It involves in-depth consideration of a problem or question chosen by the student. It is usually the largest (and final) piece of written work produced during a degree. The length and structure of a dissertation vary widely depending on the ...
Abstract or executive summary. The dissertation abstract (or executive summary for some degrees) serves to provide the first-time reader (and marker or moderator) with a big-picture view of your research project. It should give them an understanding of the key insights and findings from the research, without them needing to read the rest of the report - in other words, it should be able to ...
Definition of Dissertation and Thesis. The dissertation or thesis is a scholarly treatise that substantiates a specific point of view as a result of original research that is conducted by students during their graduate study. At Cornell, the thesis is a requirement for the receipt of the M.A. and M.S. degrees and some professional master's ...
Acknowledgements. 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. Abstract. The abstract is a short summary of your dissertation, usually about 150-300 words long.
Make sure you can ask the critical what, who, and how questions of your research before you put pen to paper. Your research proposal should include (at least) 5 essential components : Title - provides the first taste of your research, in broad terms. Introduction - explains what you'll be researching in more detail.
Here is a comprehensive article on how to structure a dissertation methodology. Research Findings. In this section, you present your research findings. The dissertation findings chapter is built around the research questions, as outlined in the introduction chapter. Report findings that are directly relevant to your research questions.
Dissertation typically involves the exploration of a particular research question or topic in-depth, and it requires students to conduct original research, analyze data, and present their findings in a scholarly manner. It is often the culmination of years of study and represents a significant contribution to the academic field.
A Masters dissertation will be longer than the undergraduate equivalent - usually it'll be somewhere between 15,000 and 20,000 words, but this can vary widely between courses, institutions and countries. To answer your overall research question comprehensively, you'll be expected to identify and examine specific areas of your topic.
The research and writing plan suggested in your dissertation proposal was your best vision of the project at that time, but topics evolve as the research and writing progress. You might need to tweak your research question a bit to reduce or adjust the scope, you might pare down certain parts of the project or add others.
Thesis and Dissertation: Getting Started. The resources in this section are designed to provide guidance for the first steps of the thesis or dissertation writing process. They offer tools to support the planning and managing of your project, including writing out your weekly schedule, outlining your goals, and organzing the various working ...
Revised on April 16, 2024. A thesis is a type of research paper based on your original research. It is usually submitted as the final step of a master's program or a capstone to a bachelor's degree. Writing a thesis can be a daunting experience. Other than a dissertation, it is one of the longest pieces of writing students typically complete.
A thesis is a long-term, large project that involves both research and writing; it is easy to lose focus, motivation, and momentum. Here are suggestions for achieving the result you want in the time you have. The dissertation is probably the largest project you have undertaken, and a lot of the work is self-directed.
Here, we'll focus on the three main types of dissertation research to get you one step closer to earning your doctoral degree. 1. Qualitative. The first type of dissertation is known as a qualitative dissertation. A qualitative dissertation mirrors the qualitative research that a doctoral candidate would conduct throughout their studies.
Over the last 80 years, ProQuest has built the world's most comprehensive and renowned dissertations program. ProQuest Dissertations & Theses Global (PQDT Global), continues to grow its repository of 5 million graduate works each year, thanks to the continued contribution from the world's universities, creating an ever-growing resource of emerging research to fuel innovation and new insights.
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 ...
A dissertation is a lengthy, original research document completed by doctoral candidates, typically over 18 months, to earn a PhD. Dissertations are generally between 50,000 and 100,000 words presenting the student's findings and analysis.
Bound Copy. One non-circulating, bound copy of each dissertation produced until and including the January 2022 degree list is held in the collection of the University Archives.For dissertations submitted prior to September 2011, a circulating, bound copy of each dissertation may also be available.Information about these dissertations can be found in Princeton University Library's catalog.
Step 1: Choose your topic. First you have to come up with some ideas. Your thesis or dissertation topic can start out very broad. Think about the general area or field you're interested in—maybe you already have specific research interests based on classes you've taken, or maybe you had to consider your topic when applying to graduate school and writing a statement of purpose.
This Doctoral Dissertation Improvement Grant allowed him to expand his dissertation research from focusing on only leaf traits that determine productivity and stress tolerance in wild sunflower species, to incorporating a broad focus on leaf physical and chemical defenses in both wild and crop sunflower.
Under the Dissertation program, doctoral students will receive support for conducting their dissertation and participating in related training with guidance from a sponsor at their institution. NCSER will consider only applications that address one or more of the following topics: Education Systems; Education Technologies
The future of DBA research is a blend of tradition and innovation, where integrating new technologies and methodologies enhances the depth and reach of scholarly inquiry. By embracing these changes while steadfastly upholding the principles of rigorous and ethical research, the academic community can confidently navigate this evolving landscape ...
How to Write a Thesis or Dissertation Introduction. Published on September 7, 2022 by Tegan George and Shona McCombes. Revised on November 21, 2023. The introduction is the first section of your thesis or dissertation, appearing right after the table of contents.Your introduction draws your reader in, setting the stage for your research with a clear focus, purpose, and direction on a relevant ...
Robyn Spears, a doctoral candidate in the Department of History, will defend her dissertation at noon on Tuesday, Sept. 10, at 412 Old Main. The title of Spears' dissertation is "First Latter-day Saint Women Baptized in Europe and Oceania: Ann Cottam Dawson (1785-1849) and Terii (ca. 1800-ca. 1860 ...