A Unified Dissertation on Bearing Rigidity Theory

This work focuses on the bearing rigidity theory, namely the branch of knowledge investigating the structural properties necessary for multi-element systems to preserve the inter-units bearings when exposed to deformations. The original contributions are twofold. The first one consists in the definition of a general framework for the statement of the principal definitions and results that are then particularized by evaluating the most studied metric spaces, providing a complete overview of the existing literature about the bearing rigidity theory. The second one rests on the determination of a necessary and sufficient condition guaranteeing the rigidity properties of a given multi-element system, independently of its metric space

Documentary video dissertation in American Studies

The production of documentary videos has been an innovative and dynamic feature of course delivery in the Department of American and Canadian Studies. The Department is now building on this experience to introduce an audio-visual documentary dissertation as an option for Single Honours students. The project examines - Design of a WebCT course and further training elements to support students in the making of the documentary video dissertation. They will also develop a training programme in documentary video production, including camerawork, storyboarding and editing techniques - Creation of a WebCT course to support training and documentary dissertation, and a linked website to chart progres

Dissertation: issues in guidance, supervision and assessment

This guide explores some key issues concerning the supervision and assessment of dissertations. It explores the definition of a ‘dissertation’ in this context, preparing students to undertake dissertation work, the supervision process itself and the preparation of supervisors. Finally, it explores some issues around the marking criteria and the assessment process. It argues primarily for clear guidance for both students and staff, particularly in relation to criteria for assessment, and for much closer attention to the interpretation of those criteria by assessors

Cognitive appraisal of dissertation stress among undergraduate students

The present study examined changes in primary and secondary appraisal, and coping strategies utilized in the final weeks leading to dissertation submission. Sixty volunteer Sports Studies dissertation students (male: n = 29; female: n = 31) completed an adapted Cognitive Appraisal of Health Scale (CAHS: Kessler, 1998), and Brief COPE (Carver, Scheier, & Weintraub, 1989) on 4 occasions over the 6 weeks before dissertation submission. Repeated measures multivariate analysis of variance indicated a significant main effect for gender, with no main effect for changes over time and no significant interaction effect. Results demonstrated that males perceived the dissertation to be significantly more threatening and iess challenging than females. With regard to coping, males used more active coping, positive reframing, planning, and acceptance of the stressor, with lower scores for self-blame, venting of emotions, and behavioral disengagement. The results suggest that, for this student population, the dissertation did not become increasingly stressful in the period before submission. Clear relationships were also evidenced between primary appraisal, secondary appraisal, and coping. Future research should seek to identify factors that moderate the influence of situational stressors on coping responses among undergraduate students

Improving quality and consistency of dissertation assessment

During the last decade, there has been increasing calls for Higher Education to improve standards, increase the quality of assessment, and for greater accountability of lecturers. It is recognised that consistency in assessment is even more important where assessment is through one large piece of work, such as a dissertation, and where the assessment outcome will have a significant impact on the final grade of students. In this context, this paper outlines the initial literature findings and results of an exercise associated with mechanism used in assessing undergraduate dissertations. This project aims to identify good practices for dissertation assessment, in an attempt to improve the quality and consistency of assessment. Several initiatives were undertaken to improve the quality and consistency of existing dissertation programme drawing from the outcomes of the study

Using e-learning to support international students' dissertation preparation

Purpose: A research paper on the design and implementation of an e-learning resource responding to the globalisation of education. The purpose of this paper is to focus on the challenges presented in learning and teaching on how to support international postgraduate (PG) students undertaking the specific task of a dissertation. Design/methodology/approach: Using findings from 250 PG students, 40 supervisors and two module tutors the research identified the content and language issues faced by students and recognised the need to design an enabler supporting the latter as independent learners and the academic staff delivering support. Findings: The e-learning tool provides an independent learning tool which addresses student concerns relating to the process and content of structuring a dissertation and the function of language. Initial responses have been positive from both staff and students in respect to providing a source of student support and feedback. Originality/value: The research shows how the Dissertation Game Model (DGM), evolved into an e-learning resource supporting student understanding of the content, structure, planning and writing of a dissertation. The e-learning tool focuses on helping international students understand what the generic contents of each chapter of a dissertation should contain and supports them in engaging in research as a transferable skill