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Undergraduate thesis

Transcript: Focus on definition by Christopher Earley and Elaine Mosakowski (2009) Three dimensions cognitive CQ: “head” – awareness, self-awareness, knowledge motivational/emotional CQ: “heart” – perseverance, goal settings behavioral/physical CQ: “action” – adjust behaviors to cultural environment. H3b: Positive association between CQ and MTW weakens with IE H4a: CQ is positively associated with student’s learning satisfaction H4b: CQ is positively associated with student’s future employability H4c: CQ is positively associated with student’s academic achievement CQ as the ultimate outcome of intercultural occurrences Constructs of CQ should be more investigated to measure students’ learning satisfaction CQ training and education is important to improve students’ academic achievement Complexity of IE, MTW and CQ in the same context Research on the role of geographical positions on CQ influences. Consider MTW in attitude instead of involvement frequency (50% frequent, others experience) Select 3 dimensions instead of 4 in the construct of CQ 30% in total have intention to find a job -. Context not appropriate for future employment Subjective issues of online questionnaire might be biased Reference list Available upon request GPA Employability Learning satisfaction MTW can provide companies with significant gains in productivity. MTW’s members are expected to embrace cultural knowledge. Cross cultural group and team offer chances to gain CQ Cultural diversity in team: the more they adapt, the more competent they are. Implication for future research Conclusion The essence of cultural intelligence in the globalization era. What is cultural intelligence – CQ? APU – international institution – appropriate for developing CQ. The relationship between CQ and performance thanks to the influence of IE and MTW. Previous researches studied about these associations in the context of organizations and corporates Important to develop global talent or leadership IE can be fully utilized to develop CQ: positive effects on CQ IE: living in another country more than 6 months, even traveling to a new country. Positive association between CQ and IE, MTW MTW increases CQ overtime, important source of CQ development. CQ affects MTW as well High CQ in team members accelerates team integration, promote team cohesion, foster global identity CQ people will gain more from IE and exposure to culturally diverse settings H4b not wholly supported Student's performance H3b supported Limitation People with IE: more open minded, knowledge about culture benefits when participating in MTW skills to communicate, work in unfamiliar backgrounds H3: IE and MTW jointly influence CQ MTW and IE are predictors for CQ, can serve as substitutes in strengthening CQ level Positive association between CQ factors and students’ academic achievement Cognitive CQ and physical CQ predicts degree of learning satisfaction Emotional CQ and physical CQ relates to future employability for undergraduates Strongly expected that students are eager to intensify their skills in MTW, flourish in their IE to build on their CQ then flashing prospects in prevailing globalization scenario. Outline Implication and limitation H1, H2, H4c are supported. Testing H3, H3a, H3b: Smart PLS is used to find the association among three factors: IE, MTW, CQ CQ predicts performance and adjustment outcomes in multicultural situations (Ang, 2007) CQ is important to elements of success, including career success. Introduction DANG Minh Huyen (Anne) Undergraduate thesis Multicultural teamwork Cultural intelligence International Multicultural teamwork Experience H3a not supported Empirically examine the role of CQ with performance outcomes in relations with IE and MTW. H3a: Positive association between CQ and MTW strengthens with IE H2: Positive association between IE and CI Research purpose H4: CQ has positive association with students’ performance outcomes. CQ strengthens when IE serves as a substitute with MTW Strong association between CQ and students’ academic achievement (GPA) Cognitive CQ, physical CQ affect students’ learning satisfaction. Emotional CQ and physical CQ are important in job hunting activities. Questionnaire: 107 APU students from 16 nations. Response rate: high (94%) Measure 4 factors: IE, MTW, CQ and students’ performance. IE: countries they live, travel. MTW: the frequency of experience, attitudes toward teamwork activities CQ: measured by 12-questions set by Earley and Mosakowski regarding three dimensions. Students’ performance: GPA, number of job offers, the level of learning satisfaction. Smart PLS, Excel used to analyze data. Role of cultural intelligence on student performance with respect to multicultural teamwork experience and international experience. Cognitive Physical Emotional H4a not wholly supported Hypotheses testing Correlation between CQ with IE and MTW Student performance General result Discussion Introduction Theoretical background & hypothesis development

Undergraduate Thesis

Transcript: Communicator Style Construct by Norton (1983) Animated Attentive Contentious Dominant Dramatic Friendly Impression-leaving Open Precise Relaxed Communicator Image OBJECTIVES Methodology Respondents 15 Disciplers 15 Disciples •Who have been involved in discipleship under CCC for more than 6 months •Ages range from 16-21 years old •Students of UPD or staff of UPD CCC •Willing to answer the scales administered in the study •Willing to be part of the present study Research Instruments Norton's Communicator Style Measure (CSM) Hendricks' Relationship Assessment Scale Interviews Conclusion Implications Recommendations 1.Consider having a bigger number of respondents. 2.Widen the scope. 3.Consider other factors that can affect relationship satisfaction in discipleship. 3.To determine the perceived level of satisfaction of the disciples in their relationship with their disciplers. 3.All of the disciple-respondents expressed satisfaction in their relationship with their disciplers. The Communicator Styles of UPD CCC Disciplers and their Effects on their Disciples' Relationship Satisfaction Perez, 2004 3. Dominant, Contentious and Precise communicator styles have positive effects but should be employed in moderation and coupled with affirming communicator styles such as Friendliness and Attentiveness. (Taylor, 1997; Infante and Gorden, 1989) 2. Disciples prefer communicator styles that cater to the relational dimension of discipleship (Friendly, Attentive) than those that reach to the informational dimension (Dominant, Contentious, Precise). 4. To create relationship satisfaction with their disciples, disciplers should become more open to them (Koike, 1988). 5. Disciplers should know their disciples well. Communicator Styles in Different Contexts 1.The top five communicator styles of disciplers as they perceived are: Attentive Friendly Animated Dramatic Open. Bible study, prayer, praise, vision sharing, training and evangelism. (CCC, 2007) 2.The top five communicator styles of disciplers as their disciples perceived are: Impression-Leaving Attentive Friendly Animated Relaxed. Mendiguarin, 2009 1.To determine the most common self-perceived communicator styles of UPD CCC disciplers during their interaction with their disciples. 1. The top communicator styles of UPD CCC disciplers create relationship satisfaction with their disciples 2.To determine the most common disciple-perceived communicator styles of UPD CCC disciplers during their interaction with their disciples. “A training or mentoring program." (All About Christianity .org, n.d.) “Helps others come to know Christ and become more like him.” (Laurico, 2007) DISCIPLESHIP Presented by Melinda Karla Ramo BA Speech Communication Lawyers-Clients (Gacutan, 2003) Birth Order (Bonus, 2004) Father-Daughter-Boyfriend (Castro, 2006) Introduction Tresvalles, 2008

Michael Caldwell Undergraduate Thesis Presentation

Transcript: Changing Times = Changing Media Portrayals? Design: Content analysis of 5 animated films Gender-Role Transgression Intense Same-Gender Interactions Dialogue Body, Stance, Gestures LGBT Characters? Analysis: Need to heterosexually-pair main characters Gender non-conforming villains New identities of masculine and feminine expression Strong, independent feminine role-models & emotionally vulnerable, individualized masculine roles No LGBT characters Overall ambivalent attitudes Small change in normalizing exhibited Always in the background Mostly secondary characters who are inhuman Minions in Despicable Me 2 Gender-Role Transgressions: Reflection of society: Table 2C: 2/3 positive reaction 0% negative reaction-very unexpected! Table 1: Slight majority transgressions supported 7/10 times not corrected Results-Summary Stats Themes & Trends: Intense Same-Gender Interactions: Table 2B: Majority hinted at desire and used as humor Some instances not used for humor Table 2: 100% of Same-Gender interactions M/M Indicates salience of masculine expression The Occurrences, References and Projected Attitudes About LGBT Lifestyles in Children's Media: A Content Analysis of Animated Films Michael Caldwell, BS Sociology Research: Prime-time television becoming more inclusive LGBT rights for marriage Culture of protection: children's television Lack of role models; negative messages Need: updated research Small victories of progress Ambivalence-messages New gender expression ideals Hope for LGBT spotlight in 5-10 years Films: Despicable Me 2 (2013) How To Train Your Dragon (2010) Frozen (2013) Brave (2012) Madagascar 3 (2012)

Undergraduate Template 3

Transcript: Article Overview: Autism Preschool Peer-Mediated PECS Intervention Picture Exchange Communication System and Pals: A Peer-Mediated Augmentative and Alternative Communication Intervention for Minimally Verbal Preschoolers With Autism Introduction “The purpose of this study was to examine the effects of a PECS intervention combined with peer-mediated instruction to increase communication between children with autism and typically developing preschool children in routine social activities.” PECS, or Picture Exchange Communication System, was designed to allow people with communication difficulties to communicate through pictures. Peer mediated instruction involves teaching peers of children with autism how to be responsive in social situations in order to further increase communication and integration. Researchers simply wanted to improve on what previous studies had done using PECS and peer mediated instruction. Kathy Thiemann-Bourque Nancy Brady Keenan Stump Amy Naylor Sara McGuff The Authors Who are the authors? Kathy Thiemann-Bourque is an associate research professor at the University of Kansas. Nancy Brady is a speech-language-hearing professor at the University of Kansas. Keenan Stump is a speech-language pathologist for New Balloon Therapy Services in Kansas City, MO. Main Authors “Does teaching peers to be responsive communication partners using PECS affect rates of functional communication of nonverbal or minimally verbal preschoolers with autism?” Hypothesis Hypothesis Methods The authors taught the peers how to use PECS when interacting with a child with ASD. Intervention followed for several weeks, and carryover of skill was determined. A baseline was determined, intervention followed, then generalization probes were completed. All interactions were coded live during intervention as a communication mode, behavior, or function. Independent variable- PECS sessions with focus child and peer Dependent variable- communication abilities of focus child Participants Participants Coding Coding Results “A closer examination of the type of communication act—initiation or response—revealed that the peer’s responsiveness to the focus child’s communication increased more than did initiations..” With PECS, children become more comfortable requesting with varied partners across settings. Results Results Initiations Initiations Responses Responses Discussion “A noteworthy feature of this study was the involvement of peers without disabilities and examination of an intervention that trained these peers to use PECS to be more effective communication partners for minimally verbal preschool children with autism.” The study fills a gap by listing specific measures of peer communication as well as specific peer teaching steps to make sure the study was both sound and replicable. In the future, researchers may choose to look into an environment’s effects on communication. For example, snack time seemed to encourage the two focus children to engage with their peer. Formal measures were not taken to document changes in social communication from the perspective of parents, peers, and teachers. More generalization sessions and changes should be documented when it comes to untrained peers in order to more accurately test carryover into the classroom. Intervention should be prolonged, and secondary gains in peers should be examined. Limits Limits Combining the prior studies on PECS with adults and peer intervention was extremely effective in teaching all children involved how to communicate in “natural, social settings”. With information from this study, autism intervention plans can be altered to be the most effective. Conclusion Conclusion Thiemann-Bourque, Kathy, et al. "Picture Exchange Communication System and Pals: A Peer-Mediated Augmentative and Alternative Communication Intervention for Minimally Verbal Preschoolers with Autism." Journal of Speech, Language and Hearing Research (Online), vol. 59, no. 5, 2016, pp. 1133-1145. Source Source Questions? Questions?

Undergraduate Thesis

Transcript: "A Third Culture Kid (TCK) is a person who has spent a significant part of his or her developmental years outside the parents' culture. The TCK frequently builds relationships to all of the cultures, while not having full ownership in any. Although elements from each culture may be assimilated into the TCK's life experience, the sense of belonging is in relationship to others of similar background." (Pollock and Van Reken, 2009) * Undergraduate Thesis - 10,000 words with independent research * focusing on transnational families and the concept of the Third Culture Kid * Problematizing the idea - effect of labeling * Information Sheet * Consent form * Due date * Start of interviews - meeting with students? *Questions? Who am I? My research Transnational Families, Identity and "Third Culture Kids" * Italian *Graduated from Jakarta International School *3rd Year Undergraduate Student at the University of Sussex in Brighton, England *BA in International Development * Research is based on individual case studies - qualitative data base * Interviews and focus groups would be conducted with each of you students (anonymously) to get your ideas of TCK-ism identity, home, belonging and your life experiences * Interviews - 45min to 1 hour once between now and the 11th of September after school, at school, at any time that would be most convenient for you * Focus groups - 45 min to 1 hour everyone together. there will be 2 so we they will be co-ordinated based on when everyone is available Process *Increase popularization of concept * I am a "third culture kid" - Italian born, african raised, schooled in Indonesia and now living in Bolivia and England * Curiosity to see if the TCK stereotype can be applied to the majority * Basically: "what's all the hype about" What is a third culture kid? WHY? Giulia Corsi Logistics

Psychology: Undergraduate Thesis

Transcript: Grades 75% overall grade point average Minimum of 75% in PSYC 3120 - Quantification in Psychology II Thesis I Prerequisites How to Apply 1. Thesis Application Form 2. Statement of Intent 3. Unofficial Transcript 1. Thesis II. I completed Thesis I and I don't want to continue with Thesis II. Is that going to be a problem? Honours Seminar Stream (PSYC 4200) Fourth year Psychology students will have the opportunity to engage in discussion addressing theoretical and applied aspects of Psychology Seminar allows students to synthesize prior learning in Psychology with current issues as presented by the instructor The course typically consists of reflection papers, discussions, presentations and a final research paper No application is required for this stream Prerequisite: 15.0 credits Courses AHSS 1110 - Introductory Psychology: Dynamics (F) AHSS 1120 - Introductory Psychology: Principles (W) PSYC 3130 - Psychological Measurement (F) PSYC 3120 - Quantification in Psychology II (F & S) 3. AHSS 1110/AHSS 1120. I didn't do well in AHSS 1110/1120 but I did well in my remaining courses. Should I apply for thesis? PSYC 4210 - Thesis I (0.5 credit) defining a research question conduct a literature review develop a research proposal and presentation Opportunity to gain first-hand experience in carrying out psychological research You will be working under the supervision of a faculty member Requires specific course and GPA prerequisites Requires the submission of a completed application by June 1, 2020 Program Head approval is required Note: Limited spots are available. Qualified applicants may not be selected. Thesis Stream vs Honours Seminar Optional stream Great for students who wish to apply to graduate school Great for students who wish to gain experience conducting research Gain a deeper understanding of a topic of interest Your Pathway to Your Undergraduate Thesis 2. Certificates. Do I have to complete the Research Skills and Analysis certificate in order to qualify for Thesis? THESIS STREAM Process All applications are reviewed by the Psychology Program Heads Applications are reviewed during the month of June Selected candidates will be notified via Gryphmail before Fall 2020 registration begins Approved students will not be able to self-register into Thesis I/Thesis II. Why would I want to Complete a thesis? PSYC 4220 - Thesis II (1.0 credit) Implement your research proposal conduct research in proposed setting & analyze collected data formal presentation write a thesis paper Application Process Courses Within The Thesis Stream Frequently Asked Questions

Undergraduate's Thesis Presentation

Transcript: using 5 Translation Procedures a football game Dornyei (2007) Reversal of Meaning Translation Procedures ticket; (1) a proof of payment, (2) a price card, (3) political use (Cambridge Advanced Learner) Source Language: ...in one-on-one conversation... (p. 130) Qualitative Approach Translation Equivalence one-on-one = between two people (Cambridge Advanced Learner) a ticket Literal (12 data), Semantic (6 data), Idiomatic (1 data), Communicative (6 data) correct? yes! understood? yes! Source Language: A Football game. (p. 37) 32 out of 50 data belong to dynamic equivalence Found 4 types of translation methods, 5 types of translation procedures, 3 types of translation error in the translation of NP. The translation of Noun Phrases in These books: Target Language: ...dalam percakapan empat mata... (p. 328) tiket the choice of translation methods and procedures significantly affect the translation equivalence. yet, one still need to understand; (1) meaning, (2) context to achieve the translation equivalence. Translation Errors 50 Noun Phrases selected Purposively sebuah 16 out of 50 data indicated as error caused by using source-language oriented methods and procedures Undergraduate Thesis Presentation 4 Translation Methods 2. Newmark's 18 Translation Procedures same effect on the audience in both languages CONTEXT!!! (literal) 2 particular data indicated as error by using target-language oriented methods and procedures Page 51-53 sepak bola one-on-one = empat mata = idiomatic empat mata; implicit meaning "berdua saja" (KBBI 2017) Percakapan literal? cultural? Analysis of the Translation of Noun Phrases in Joe Navarro's "Louder Than Words" Translation plays an important role in "bridging" the gap. Background 3 Types of Error ticket Research Questions Target Language: Saya tidak ingin mendapat tilang. (p. 316) Dynamic Equivalence correct? Maybe.. understood? maybe.. translated using target-language oriented methods and procedures Idiomatic Translation 1. Newmark's V Diagram Ratna (2015) Advisor I : Dr. Ujang Suyatman, M.Ag Advisor II : Dr. Andang Saehu, M.Pd Formal Equivalence Omission (4 data), Deviation of Meaning (11 data), Reversal of Meaning (3 data) Cultural Equivalent Procedure pertandingan correct? Yes! understood? maybe. Nida (1964) Translation Equivalence Dulay (1982) and Sager (1993) Translation Error unit, class, structure, element of structure, etc tilang; bukti pelanggaran lalu lintas (KBBI 2008) -Show prize -a punishment note for not obeying the rule descriptive analytic method Dornyei, Z. (2007). Research Methods in Applied Linguistics. New York: Oxford University Press. Dulay, H., Burt, M., & Krashen, S. (1982). Language Two. New York: Oxford University Press. Kothari, C. R. (2004). Research Methodology Methods and Techniques. Jaipur: New Age International. Navarro, J. (2010). Louder Than Words. New York: Harper Collins Publisher Ltd. Newmark, P. (1988). A Textbook of Translation. Hertfordshire: Prentice Hall International Ltd. Ratna, N. K. (2015). Teori, Metode, dan Teknik Penelitian Sastra. Yogyakarta: Pustaka Pelajar. Sager, J. C. (1993). Language Engineering and Translation; Consequences of Automation. Philadelphia: John Benjamin Publishing Company. Setiawan, E. (2017). Kamus Besar Bahasa Indonesia. Badan Pengembangan dan Pembinaan Bahasa. Sugono, D. (2008). Kamus Bahasa Indonesia. Jakarta: Pusat Bahasa. Walter, E. (2008). Dictionary, Cambridge Advanced Learner’s (3rd Edition). an Application developed by Cambridge University Press. Newmark (1988) Translation Methods and Procedures 1. Reversal of Meaning 2. Omission 3. Addition 4. Deviation of Meaning 5. Incompleteness Page 39-40 Various textbooks in many fields were originally written in foreign language, not Bahasa Indonesia. Ratu Nadhirah El Sarah 20/04/2018 "Bridging" process Data 1. How are the Noun Phrases translated into Bahasa Indonesia in Joe Navarro’s "Louder Than Words"? 2. What kind of error(s) are found in the translation of Noun Phrase in Joe Navarro’s "Louder Than Words"? 3. How do the methods and the errors affect the equivalence of the translation of Joe Navarro’s "Louder Than Words" as a whole? one-on-one conversation tilang Theoretical Base Sepak bola -> gerakan defensif & ofensif lengan, menghalangi, mendorong, mencengkeram, mengangkat, melempar Target Language: Pertandingan Sepak bola. (p. 91) CONTEXT!!!! selected works cited designed in a Kothari (2004), Dornyei (2007) Descriptive Equivalent (8 data), Cultural Equivalent (5 data), Functional Equivalent (6 data), Synonymy (1 data), Expansion (1 data) and Reduction (3 data) Page 73-77 = same concept satu lawan satu By : Ratu Nadhirah El Sarah Student Id : 1145030150 Analytical Process CONCLUSION Translation Methods translation equivalence (literal) Football -> defensive & offensive arm movements; blocking, shoving, grabbing, lifting, throwing Source Language: I don't want to get a ticket. (p. 126) Object and Limitation Findings The role of International Languages,

Undergraduate Thesis

Transcript: WATER QUALITY OF RED TILAPIA (Oreochromis sp.) CULTURE USING FERMENTED TARO CORM (FTC) IN OUTDOOR CONCRETE TANKS INTRODUCTION Aquaculture Red Tilapia (Oreochromis sp.) Fermented Taro Corm (FTC) INTRODUCTION STATEMENT OF THE PROBLEM -Water pollution and diseases have become serious limiting factors. -Bioremediation methods have been developed in aquaculture to address the problem. -no scientific studies have explored the chance of Fermented Taro Corm (FTC) being used as a bioremediator in aquaculture. INTRODUCTION SIGNIFICANCE OF THE STUDY -Bioremediation is widely used in aquaculture to reduce and eliminate toxic pollutants, and to stabilize water quality. -this study may provide information regarding to the efficacy of FTC on the water quality of red tilapia culture in tanks. INTRODUCTION OBJECTIVES OBJECTIVES To determine the effect of FTC on water quality of red tilapia under outdoor tank culture. -Dissolved Oxygen (DO), pH, Total Ammonia Nitrogen (TAN), temperature and alkalinity. -gain in weight of Red tilapia (Oreochromis sp.). MATERIALS AND METHODS Eighty, size #24, mixed sex Red tilapia (Oreochromis spp.) fingerlings MATERIALS AND METHODS MATERIALS AND METHODS EXPERIMENTAL TREATMENTS USED ON THE STUDY MATERIALS AND METHODS EXPERIMENTAL LAYOUT OF THE STUDY MATERIALS AND METHODS PREPARATION AND APPLICATION OF FERMENTED TARO CORM (FTC) MATERIALS AND METHODS SAMPLING OF RED TILAPIA MATERIALS AND METHODS MONITORING OF WATER QUALITY RESULTS AND DISCUSSION RESULTS AND DISCUSSIONS Temperature (˚C) Acceptable Range=25 to 32 degrees (C) no significant difference among treatments RESULTS AND DISCUSSIONS pH Acceptable Range=6.5-9.0 T2, T3, T4 were signifcantly lower than T1. RESULTS AND DISCUSSIONS Dissolved Oxygen (mg/L) Acceptable Range=5 mg/L above T2, T3, and T4 were significantly lower RESULTS AND DISCUSSIONS Alkalinity Acceptable Range=200 to 400 mg/L CaCO3 T2, T3, T4 were significantly higher than T1. RESULTS AND DISCUSSIONS Total Ammonia Nitrogen (mg/L) Acceptable Range=0.24 to 1.03 mg/L No significant difference among treatments RESULTS AND DISCUSSIONS Gain in Weight Note: Means with different superscript are significantly different at 0.05 level of significance SUMMARY, CONCLUSION AND RECOMMENDATION CONCLUSIONS AND RECOMMENDATION FTC decreases dissolved oxygen concentration in water. might regulates the acidity of the water could be an effective agent in increasing the alkalinity increasing FTC may bad to the growth of the species CONCLUSIONS AND RECOMMENDATION should be filtered to reduced turbidity in water study related to composition of FTC by: Daniel R. Carpo

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