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How to write a thesis statement, what is a thesis statement.

Almost all of us—even if we don’t do it consciously—look early in an essay for a one- or two-sentence condensation of the argument or analysis that is to follow. We refer to that condensation as a thesis statement.

Why Should Your Essay Contain a Thesis Statement?

• to test your ideas by distilling them into a sentence or two
• to better organize and develop your argument
• to provide your reader with a “guide” to your argument

In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores.

How Can You Write a Good Thesis Statement?

Here are some helpful hints to get you started. You can either scroll down or select a link to a specific topic.

How to Generate a Thesis Statement if the Topic is Assigned How to Generate a Thesis Statement if the Topic is not Assigned How to Tell a Strong Thesis Statement from a Weak One

How to Generate a Thesis Statement if the Topic is Assigned

Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the assignment into a specific question. For example, if your assignment is, “Write a report to the local school board explaining the potential benefits of using computers in a fourth-grade class,” turn the request into a question like, “What are the potential benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two complete sentences answering that question.

Q: “What are the potential benefits of using computers in a fourth-grade class?” A: “The potential benefits of using computers in a fourth-grade class are . . .”

A: “Using computers in a fourth-grade class promises to improve . . .”

The answer to the question is the thesis statement for the essay.

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How to Generate a Thesis Statement if the Topic is not Assigned

Even if your assignment doesn’t ask a specific question, your thesis statement still needs to answer a question about the issue you’d like to explore. In this situation, your job is to figure out what question you’d like to write about.

A good thesis statement will usually include the following four attributes:

• take on a subject upon which reasonable people could disagree
• deal with a subject that can be adequately treated given the nature of the assignment
• express one main idea
• assert your conclusions about a subject

Let’s see how to generate a thesis statement for a social policy paper.

Brainstorm the topic . Let’s say that your class focuses upon the problems posed by changes in the dietary habits of Americans. You find that you are interested in the amount of sugar Americans consume.

You start out with a thesis statement like this:

Sugar consumption.

This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about sugar consumption.

Narrow the topic . Your readings about the topic, however, have led you to the conclusion that elementary school children are consuming far more sugar than is healthy.

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

This fragment not only announces your subject, but it focuses on one segment of the population: elementary school children. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that children consume more sugar than they used to, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.

Take a position on the topic. After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that something should be done to reduce the amount of sugar these children consume.

You revise your thesis statement to look like this:

More attention should be paid to the food and beverage choices available to elementary school children.

This statement asserts your position, but the terms more attention and food and beverage choices are vague.

Use specific language . You decide to explain what you mean about food and beverage choices , so you write:

Experts estimate that half of elementary school children consume nine times the recommended daily allowance of sugar.

This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.

Make an assertion based on clearly stated support. You finally revise your thesis statement one more time to look like this:

Because half of all American elementary school children consume nine times the recommended daily allowance of sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.

Notice how the thesis answers the question, “What should be done to reduce sugar consumption by children, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.

How to Tell a Strong Thesis Statement from a Weak One

1. a strong thesis statement takes some sort of stand..

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects is vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand, and because it's specific.

2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.

This is a weak thesis because it merely states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.

This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because , since , so , although , unless , and however .

4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, world hunger can’t be discussed thoroughly in seven to ten pages. Second, many causes and effects is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.

This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger.

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Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

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Writing a Paper: Thesis Statements

Basics of thesis statements.

The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.

Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick's (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

• In this essay, I argue ____, using ______ to assert _____.
• While scholars have often argued ______, I argue______, because_______.
• Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.

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Didn't find what you need? Email us at [email protected] .

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Definition of thesis

Did you know.

In high school, college, or graduate school, students often have to write a thesis on a topic in their major field of study. In many fields, a final thesis is the biggest challenge involved in getting a master's degree, and the same is true for students studying for a Ph.D. (a Ph.D. thesis is often called a dissertation ). But a thesis may also be an idea; so in the course of the paper the student may put forth several theses (notice the plural form) and attempt to prove them.

Examples of thesis in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'thesis.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

in sense 3, Middle English, lowering of the voice, from Late Latin & Greek; Late Latin, from Greek, downbeat, more important part of a foot, literally, act of laying down; in other senses, Latin, from Greek, literally, act of laying down, from tithenai to put, lay down — more at do

14th century, in the meaning defined at sense 3a(1)

Dictionary Entries Near thesis

the sins of the fathers are visited upon the children

thesis novel

Cite this Entry

“Thesis.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/thesis. Accessed 19 May. 2024.

Kids Definition

Kids definition of thesis, more from merriam-webster on thesis.

Nglish: Translation of thesis for Spanish Speakers

Britannica English: Translation of thesis for Arabic Speakers

Britannica.com: Encyclopedia article about thesis

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How to write a thesis statement + examples

What is a thesis statement?

Is a thesis statement a question, how do you write a good thesis statement, how do i know if my thesis statement is good, examples of thesis statements, helpful resources on how to write a thesis statement, frequently asked questions about writing a thesis statement, related articles.

A thesis statement is the main argument of your paper or thesis.

The thesis statement is one of the most important elements of any piece of academic writing . It is a brief statement of your paper’s main argument. Essentially, you are stating what you will be writing about.

You can see your thesis statement as an answer to a question. While it also contains the question, it should really give an answer to the question with new information and not just restate or reiterate it.

Your thesis statement is part of your introduction. Learn more about how to write a good thesis introduction in our introduction guide .

A thesis statement is not a question. A statement must be arguable and provable through evidence and analysis. While your thesis might stem from a research question, it should be in the form of a statement.

Tip: A thesis statement is typically 1-2 sentences. For a longer project like a thesis, the statement may be several sentences or a paragraph.

A good thesis statement needs to do the following:

• Condense the main idea of your thesis into one or two sentences.
• Answer your project’s main research question.
• Clearly state your position in relation to the topic .
• Make an argument that requires support or evidence.

Once you have written down a thesis statement, check if it fulfills the following criteria:

• Your statement needs to be provable by evidence. As an argument, a thesis statement needs to be debatable.
• Your statement needs to be precise. Do not give away too much information in the thesis statement and do not load it with unnecessary information.
• Your statement cannot say that one solution is simply right or simply wrong as a matter of fact. You should draw upon verified facts to persuade the reader of your solution, but you cannot just declare something as right or wrong.

As previously mentioned, your thesis statement should answer a question.

If the question is:

What do you think the City of New York should do to reduce traffic congestion?

A good thesis statement restates the question and answers it:

In this paper, I will argue that the City of New York should focus on providing exclusive lanes for public transport and adaptive traffic signals to reduce traffic congestion by the year 2035.

Here is another example. If the question is:

How can we end poverty?

A good thesis statement should give more than one solution to the problem in question:

In this paper, I will argue that introducing universal basic income can help reduce poverty and positively impact the way we work.

• The Writing Center of the University of North Carolina has a list of questions to ask to see if your thesis is strong .

A thesis statement is part of the introduction of your paper. It is usually found in the first or second paragraph to let the reader know your research purpose from the beginning.

In general, a thesis statement should have one or two sentences. But the length really depends on the overall length of your project. Take a look at our guide about the length of thesis statements for more insight on this topic.

Here is a list of Thesis Statement Examples that will help you understand better how to write them.

Every good essay should include a thesis statement as part of its introduction, no matter the academic level. Of course, if you are a high school student you are not expected to have the same type of thesis as a PhD student.

Here is a great YouTube tutorial showing How To Write An Essay: Thesis Statements .

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Tips and Examples for Writing Thesis Statements

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Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

• An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.
• An expository (explanatory) paper explains something to the audience.
• An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.

2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

3. The thesis statement usually appears at the end of the first paragraph of a paper.

4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

Thesis Statement Examples

Example of an analytical thesis statement:

The paper that follows should:

• Explain the analysis of the college admission process
• Explain the challenge facing admissions counselors

Example of an expository (explanatory) thesis statement:

• Explain how students spend their time studying, attending class, and socializing with peers

Example of an argumentative thesis statement:

• Present an argument and give evidence to support the claim that students should pursue community projects before entering college

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Home » Thesis Outline – Example, Template and Writing Guide

Thesis Outline – Example, Template and Writing Guide

Table of Contents

Thesis Outline

Thesis outline is a document that outlines the structure and content of a thesis , which is a long-form academic paper that presents an original argument or research on a particular topic. The outline serves as a roadmap for the thesis, providing an overview of the major sections, sub-sections, and the general flow of the argument.

Thesis outline typically follows a standard format and includes the following sections:

• Title page: This page includes the thesis title, author’s name, department, university, and the date of submission.
• Abstract : This section is a brief summary of the thesis, highlighting the main points and conclusions. It usually contains around 150-300 words.
• Table of contents: This page lists all the chapters, sections, and subsections of the thesis, along with their page numbers.
• Introduction: This section introduces the topic of the thesis, presents the research question or hypothesis, and provides an overview of the methodology and the scope of the study.
• Literature review: This chapter provides a critical analysis of the existing literature on the topic, highlighting the gaps, inconsistencies, and controversies.
• Methodology : This section explains the research design, data collection methods, and data analysis techniques used in the study.
• Results : This chapter presents the findings of the study, using tables, charts, and graphs to illustrate the data.
• Discussion : This section interprets the results and relates them to the research question or hypothesis. It also discusses the implications, limitations, and future directions of the study.
• Conclusion : This section summarizes the main points of the thesis, restates the research question or hypothesis, and provides a final conclusion.
• References : This page lists all the sources cited in the thesis, following a specific citation style (APA, MLA, etc.).
• Appendices : This section includes any additional materials, such as questionnaires, interview transcripts, or raw data, that are relevant to the study but not included in the main text.

Thesis Outline Example

Thesis Outline Example and Template Sample is as follows:

I. Introduction

• Background and Context
• Problem Statement
• Research Questions
• Objectives and Scope
• Significance of the Study
• Chapter Overview

II. Literature Review

• Introduction to Literature Review
• Theoretical Framework
• Previous Research on the Topic
• Critical Analysis of the Literature
• Summary and Conclusion

III. Methodology

• Introduction to Methodology
• Research Design and Approach
• Sampling Strategy
• Data Collection Methods
• Data Analysis Techniques
• Ethical Considerations
• Limitations and Delimitations

IV. Results

• Introduction to Results
• Presentation of Data
• Analysis of Findings
• Discussion of Results

V. Discussion

• Introduction to Discussion
• Interpretation of Results
• Comparison with Previous Research
• Implications and Applications of the Findings
• Limitations and Future Directions

VI. Conclusion

• Summary of Findings
• Conclusions and Recommendations
• Contribution to the Field
• Implications for Future Research

VII. References

VIII. Appendices

• Survey Instrument
• Data Tables and Figures
• Institutional Review Board Approval
• Informed Consent Form

How to Write Thesis Outline

Here are some steps to follow when writing a thesis outline:

• Identify the purpose and scope of your thesis: Before you start writing, you should have a clear understanding of the research questions , objectives, and hypotheses of your thesis, as well as the specific requirements and guidelines of your institution.
• Organize your ideas into sections: Divide your thesis into logical sections, such as introduction, literature review , methodology, results, discussion, and conclusion. Think about the main points you want to make in each section and how they relate to the overall theme of your thesis.
• Write a brief summary for each section: Write a few sentences summarizing the main ideas and objectives of each section. This will help you stay focused and avoid including irrelevant or redundant information.
• Create a table of contents: List the main sections and subsections of your thesis, along with their page numbers, to create a clear and organized outline.
• Review and revise your outline: Make sure your outline follows a logical and coherent structure, and that each section flows smoothly into the next. Revise your outline as necessary to ensure that it accurately reflects the content and structure of your thesis.
• Seek feedback from your advisor or committee: Share your outline with your thesis advisor or committee members to get their feedback and suggestions for improvement.

Purpose of Thesis Outline

The purpose of a thesis outline is to provide a clear and organized structure for your thesis, which will help you to:

• Stay organized : An outline helps you to break down your thesis into manageable sections, making it easier to plan your research and writing process.
• Ensure logical flow: A well-structured outline ensures that your thesis has a logical and coherent flow, with each section building on the previous one.
• Avoid duplication and irrelevant information: An outline helps you to avoid including duplicate or irrelevant information, ensuring that your thesis is focused and to-the-point.
• Meet institutional requirements: Many institutions have specific guidelines for the structure and format of a thesis, and an outline can help you to ensure that your thesis meets these requirements.
• Get feedback and guidance: An outline can be shared with your thesis advisor or committee members for feedback and guidance, helping you to refine your research and writing approach.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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• Cambridge Dictionary +Plus

Meaning of thesis in English

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• I wrote my thesis on literacy strategies for boys .
• Her main thesis is that children need a lot of verbal stimulation .
• boilerplate
• composition
• dissertation
• essay question
• peer review

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thesis | American Dictionary

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a computer program designed to have a conversation with a human being, usually over the internet

Searching out and tracking down: talking about finding or discovering things

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Abcarian: Israel's Gaza war is horrific, but that doesn't mean Hamas is innocent of sexual violence

Rape is a well-documented tool of war.

So it’s hard for me to understand the raging controversy over whether Hamas terrorists who killed more than 1,100 Israelis on Oct. 7 also inflicted rape and other sexual crimes on their victims as a "practice."

If soldiers are depraved enough to tie families together and burn them, to behead corpses and kidnap helpless civilians, why, despite repeated denials from Hamas, would anyone think they would refrain from sexual violence?

There is general consensus that women were raped during the Oct. 7 attacks by Hamas militants, although many have questioned whether the sexualized violence was “systematic,” as an explosive New York Times investigation put it in December, and have accused Israel of “weaponizing” rape allegations to justify its extreme response in Gaza.

A tremendous amount of journalistic energy has been devoted to debunking stories about the rape-related carnage of the Oct. 7 attacks. The Intercept ran a long, and in my view misguided, piece that tried to undercut the New York Times report, mainly by attacking one of the reporters, who had “liked” pro-Israel social media posts.

In February, the United Nations weighed in , finding “reasonable grounds to believe that conflict-related sexual violence occurred during the 7 October attacks in multiple locations across Gaza periphery, including rape and gang rape, in at least three locations.”

Two widely circulated reports of rape and sexualized violence, the U.N. report noted, were misinterpretations by untrained observers. In one case, a first responder said a pregnant woman’s baby had been cut out of her womb. As it turned out , the woman was not pregnant but had been disemboweled.

There is a sentiment in pro-Palestinian quarters that any accounting of Hamas’ sexual atrocities is being used by Israel to gin up outrage to justify the destruction of Gaza and the killing of so many thousands of civilians. And that a wave of stories calling out feminist groups for failing to condemn the sexual crimes of Oct. 7 was orchestrated by the Israeli government.

An open letter signed by more than 1,000 feminists accused Israel of “a cynical attempt to incite public fury and deflect attention from the genocide it is perpetrating.”

On Tuesday in Santa Monica, I had coffee with two women from the Assn. of Rape Crisis Centers in Israel — Orit Sulitzeanu, the group’s executive director, and Tanya Gilboa, its director of community relations. They were here to visit the pioneering Santa Monica Rape Treatment Center and to meet with the center’s founder, Gail Abarbanel . They wanted to learn about how she has helped change laws in California, including ending the statute of limitations on rape.

Inevitably, our conversation turned to their recent report, “Silent Cry: Sexual Violence Crimes on October 7,” and its conclusion that “sexual abuse was not an isolated incident or sporadic opportunistic case but rather a clear operational strategy.”

Sulitzeanu vehemently rejected the idea that the report was part of an Israeli government plot to justify the destruction of Gaza and the death of thousands of Palestinian civilians.

“We see it as our mission to tell the story, to fight for this narrative, to explain the complexities and to tell the story of the victims who will never speak," she said. "We don’t represent the country. We are in the human rights business.”

As reports of sexual violence began flooding in, she and her colleagues decided they had a responsibility to compile all the information they were getting: “What happened, and how did it happen and where did it happen?” Their sources were local and international news reports, interviews with first responders and other professionals and, because of their unique position, lots of confidential information.

To be considered a “practice,” Sulitzeanu said, a particular behavior — gang rape, rape in presence of family members, mutilation of sexual organs — had to have been reliably reported taking place at least three different times.

There is a lack of forensic evidence of sexual violence on Oct. 7, but that has been plausibly explained: In the chaos that followed the attacks, the imperative was to identify slain victims and bury them as soon as possible in accordance with Jewish tradition. Rape kits, which generally are effective for only 72 hours after an assault, were never going to be a viable way of collecting evidence.

But there are abundant reports from people who witnessed sexual violence . And while Sulitzeanu said she believes there are dozens of actual rape survivors, she has not made an attempt to find them because to do so would violate her principles and the Murad Code , a global voluntary code of ethics and conduct for those who interview and work with survivors of conflict-related sexual violence. It was developed by Nadia Murad , an Iraqi-born Yazidi human rights activist who was kept as an Islamic State sex slave for three months in 2014, and who won a Nobel Peace Prize in 2018.

“Horrific things happened, people are embarrassed, people don’t want to share,” said Sulitzeanu, who was deluged with requests from reporters around the world to produce victims for interviews.

“Usually, I am very patient and I understand what a journalist needs,” she said. “But sometimes I became very angry. I said to them, ‘Why do you think a survivor should talk to you?’ A survivor who has suffered the most terrible trauma ever has to heal. It will take her weeks, months, years.”

So far, only one survivor of alleged sexual assault, a freed hostage, has stepped forward to tell her story. Amit Soussana, a 40-year-old Israeli lawyer who was held for 55 days, told the New York Times she was beaten and sexually assaulted while in captivity. She was also interviewed by Sheryl Sandberg for the documentary "Screams Before Silence," which focused on accounts of sexual assault by Hamas .

The focus of the world right now is rightfully on the horrific conditions in Gaza and the suffering of its civilian population and Israel's human rights abuses . But to minimize the trauma that Hamas inflicted on Oct. 7, including reports of sexual violence, is to forswear one's very humanity.

As Sulitzeanu told me, “How can I be a human being if I only see one side?”

@robinkabcarian

This story originally appeared in Los Angeles Times .

File(s) under embargo

until file(s) become available

ANOMALY DETECTION USING MACHINE LEARNING FORINTRUSION DETECTION

This thesis examines machine learning approaches for anomaly detection in network security, particularly focusing on intrusion detection using TCP and UDP protocols. It uses logistic regression models to effectively distinguish between normal and abnormal network actions, demonstrating a strong ability to detect possible security concerns. The study uses the UNSW-NB15 dataset for model validation, allowing a thorough evaluation of the models' capacity to detect anomalies in real-world network scenarios. The UNSW-NB15 dataset is a comprehensive network attack dataset frequently used in research to evaluate intrusion detection systems and anomaly detection algorithms because of its realistic attack scenarios and various network activities.

Further investigation is carried out using a Multi-Task Neural Network built for binary and multi-class classification tasks. This method allows for the in-depth study of network data, making it easier to identify potential threats. The model is fine-tuned during successive training epochs, focusing on validation measures to ensure its generalizability. The thesis also applied early stopping mechanisms to enhance the ML model, which helps optimize the training process, reduces the risk of overfitting, and improves the model's performance on new, unseen data.

This thesis also uses blockchain technology to track model performance indicators, a novel strategy that improves data integrity and reliability. This blockchain-based logging system keeps an immutable record of the models' performance over time, which helps to build a transparent and verifiable anomaly detection framework.

In summation, this research enhances Machine Learning approaches for network anomaly detection. It proposes scalable and effective approaches for early detection and mitigation of network intrusions, ultimately improving the security posture of network systems.

Degree Type

• Master of Science
• Computer and Information Technology

Campus location

• West Lafayette

Advisor/Supervisor/Committee Chair

Additional committee member 2, additional committee member 3, usage metrics.

• Machine learning not elsewhere classified

At revered Black school, Biden leans into faith and tells grads he hears voices of dissent

ATLANTA – President Joe Biden on Sunday warned graduates at one of the country's most revered African American academic institutions of "extremist forces aligned against the meaning and message of Morehouse" College in a commencement address that sought to lay out the stakes of the 2024 election.

"Graduates, this is what we're up against," Biden said during a 27-minute speech that leaned heavily into themes of faith and democracy in an appeal to Black voters. "They peddle a fiction, a character about what being a man is about − tough talk, abusing power, bigotry. Their idea of being a man is toxic."

"But that's not you. It's not us," he said.

Biden's remarks to the 414 graduates at Morehouse , an all-male historically Black college in Atlanta, came as he is struggling to unite Black voters , particularly Black men, around his candidacy. Many Morehouse students and faculty criticized Biden's participation when it was announced because of his support for Israel's war in Gaza.

"In a democracy, we debate dissent about America's role in the world. I want to say this very clearly: I support peaceful, nonviolent protest," Biden said on Sunday in response to the complaints. "Your voices should be heard. I promise you, I hear them."

Prep for the polls: See who is running for president and compare where they stand on key issues in our Voter Guide

No major disruptions, but peaceful protests target Biden

Although there were no major disruptions during Biden's speech, a few students walked out when Biden received an honorary Morehouse degree. More than a dozen graduates and at least three faculty members wore keffiyehs, while one student entered the ceremony draped in a Palestinian flag.

As Biden delivered his address, at least one female faculty member stood in the opposite direction, her fist raised, in a sign of protest.

Biden, wearing a maroon gown at the outdoor ceremony, said his administration is "working around the clock for more than just one cease-fire," but also to "bring the region together." He reiterated his support for a two-state solution in which Israelis and Palestinians live in peace.

"This is one of the hardest, most complicated problems in the world. There's nothing easy about it," Biden said. "I know it angers and frustrates many of you, including my family, but most of all, I know it breaks your heart. It breaks mine as well."

Biden added that leadership is about "fighting through the most intractable problems" to "find a solution by doing what you believe is right, even when it's hard and lonely."

About a mile away, pro-Palestinian protesters held a rally organized under the banner of "Say No to Genocide Joe Speaking at Morehouse." Morehouse's valedictorian also raised Israel's war in Gaza during his remarks before Biden took the lectern.

"It is my stance as a Morehouse man – nay as a human being – to call for an immediate and the permanent cease-fire in the Gaza Strip," graduating senior DeAngelo Jeremiah Fletcher said, with Biden sitting just steps behind him. Biden applauded in response.

Biden touts record with Black voters

Polling shows Biden is vastly underperforming his 2020 performance among Black voters, a reliably Democratic constituency, as some drift to Donald Trump, the former president and presumptive Republican nominee.

A New York Times/Siena College poll of six battleground states, including Georgia, found Biden has support from 60% of Black voters and Trump, while Trump is backed by 20% of Black voters. Biden won Black voters in the 2020 election by a 87%-12% margin, according to exit polls.

Ahead of Biden's arrival, Anwar Karim, a sophomore studying film at Morehouse and a member of Atlanta University Center Students for Justice in Palestine, told USA TODAY he was disappointed in his school’s choice of commencement speaker. He also decried Morehouse’s decision to award Biden an honorary degree, which is typically awarded to the school’s commencement speaker after a faculty vote.

“Morehouse College is dedicated to producing men of consequence who lead lives of service and leadership, and I just have to beg the question, when it comes to Biden, what is an example of his leadership?” Karim said Friday.

Biden commits to showing 'democracy is still the way'

In his speech, Biden touted his presidency as one that has delivered to Black Americans, pointing to efforts to invest in Black families and communities, cut child poverty, expand work opportunities, reduce prescription drug prices and cut student loan debt. He called out the "poison of white supremacy" and "systemic racism."

He said he is committed to "show that democracy, democracy, democracy is still the way," even in the face of inequality for Black Americans.

"What is democracy if Black men are being killed in the street? What is democracy if the trail of broken promises still leave Black communities behind?" Biden said. "What is democracy if you have to be ten times better than anyone else to get a fair shot? Most of all, what does it mean, as you've heard before, to be a Black man who loves his country even if it doesn't love him back in equal measure?"

Biden railed against new voting restrictions in Georgia and the "constant attacks on Black election workers." He also said those who stormed the U.S. Capitol on Jan. 6, 2021 "are called patriots by some," a clear reference to Trump.

“Not in my house," Biden said.

In the days leading up to his Morehouse visit, the White House focused on Black outreach. Biden met on Thursday with plaintiffs of the landmark Brown v. Board of Education Supreme Court decision, on the 70th anniversary of the dismantling of the "separate but equal" precedent. On Friday, Biden met with leaders of the "Divine Nine" HBCU sororities and fraternities.

More: In a nod to history, Biden meets with Brown v. Board of Education families

In Atlanta on Saturday, Biden spoke to Morehouse alumni and others at a campaign event at Mary Mac's Tea Room. "The fact is, this election, lots at stake, lots at stake. It's not about me. It's about the alternative as well," Biden said. "My opponent's not a good loser, but he is a loser."

Introducing Biden, Morehouse President David Thomas said, "No administration in history, since the inception of historically Black colleges and universities, has invested more in our institutions than the Biden administration."

"And if you look at his policies, it is very clear that those investments are not charity," Thomas said.

Biden, 81, closed his remarks with a reference to his age, a liability that has hung over his reelection. When he started his political career, Biden said he was told he was "too young." Now he hears he's "too old."

"Whether you're young or old, I know what endures: The strength and wisdom of faith endures. And my challenge to you is to still keep the faith as long as you can," Biden said. "Together we're capable of building a democracy worthy of our dreams."

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There’s a New Covid Variant. What Will That Mean for Spring and Summer?

Experts are closely watching KP.2, now the leading variant.

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By Dani Blum

For most of this year, the JN.1 variant of the coronavirus accounted for an overwhelming majority of Covid cases . But now, an offshoot variant called KP.2 is taking off. The variant, which made up just one percent of cases in the United States in mid-March, now makes up over a quarter.

KP.2 belongs to a subset of Covid variants that scientists have cheekily nicknamed “FLiRT,” drawn from the letters in the names of their mutations. They are descendants of JN.1, and KP.2 is “very, very close” to JN.1, said Dr. David Ho, a virologist at Columbia University. But Dr. Ho has conducted early lab tests in cells that suggest that slight differences in KP.2’s spike protein might make it better at evading our immune defenses and slightly more infectious than JN.1.

While cases currently don’t appear to be on the rise, researchers and physicians are closely watching whether the variant will drive a summer surge.

“I don’t think anybody’s expecting things to change abruptly, necessarily,” said Dr. Marc Sala, co-director of the Northwestern Medicine Comprehensive Covid-19 Center in Chicago. But KP.2 will most likely “be our new norm,’” he said. Here’s what to know.

The current spread of Covid

Experts said it would take several weeks to see whether KP.2 might lead to a rise in Covid cases, and noted that we have only a limited understanding of how the virus is spreading. Since the public health emergency ended , there is less robust data available on cases, and doctors said fewer people were using Covid tests.

But what we do know is reassuring: Despite the shift in variants, data from the C.D.C. suggests there are only “minimal ” levels of the virus circulating in wastewater nationally, and emergency department visits and hospitalizations fell between early March and late April.

“I don’t want to say that we already know everything about KP.2,” said Dr. Ziyad Al-Aly, the chief of research and development at the Veterans Affairs St. Louis Healthcare System. “But at this time, I’m not seeing any major indications of anything ominous.”

Protection from vaccines and past infections

Experts said that even if you had JN.1, you may still get reinfected with KP.2 — particularly if it’s been several months or longer since your last bout of Covid.

KP.2 could infect even people who got the most updated vaccine, Dr. Ho said, since that shot targets XBB.1.5, a variant that is notably different from JN.1 and its descendants. An early version of a paper released in April by researchers in Japan suggested that KP.2 might be more adept than JN.1 at infecting people who received the most recent Covid vaccine. (The research has not yet been peer-reviewed or published.) A spokesperson for the C.D.C. said the agency was continuing to monitor how vaccines perform against KP.2.

Still, the shot does provide some protection, especially against severe disease, doctors said, as do previous infections. At this point, there isn’t reason to believe that KP.2 would cause more severe illness than other strains, the C.D.C. spokesperson said. But people who are 65 and older, pregnant or immunocompromised remain at higher risk of serious complications from Covid.

Those groups, in particular, may want to get the updated vaccine if they haven’t yet, said Dr. Peter Chin-Hong, an infectious disease specialist at the University of California, San Francisco. The C.D.C. has recommended t hat people 65 and older who already received one dose of the updated vaccine get an additional shot at least four months later.

“Even though it’s the lowest level of deaths and hospitalizations we’ve seen, I’m still taking care of sick people with Covid,” he said. “And they all have one unifying theme, which is that they’re older and they didn’t get the latest shot.”

The latest on symptoms and long Covid

Doctors said that the symptoms of both KP.2 and JN.1 — which now makes up around 16 percent of cases — are most likely similar to those seen with other variants . These include sore throat, runny nose, coughing, head and body aches, fever, congestion, fatigue and in severe cases, shortness of breath. Fewer people lose their sense of taste and smell now than did at the start of the pandemic, but some people will still experience those symptoms.

Dr. Chin-Hong said that patients were often surprised that diarrhea, nausea and vomiting could be Covid symptoms as well, and that they sometimes confused those issues as signs that they had norovirus .

For many people who’ve already had Covid, a reinfection is often as mild or milder than their first case. While new cases of long Covid are less common now than they were at the start of the pandemic, repeat infections do raise the risk of developing long Covid, said Fikadu Tafesse, a virologist at Oregon Health & Science University. But researchers are still trying to determine by how much — one of many issues scientists are trying to untangle as the pandemic continues to evolve.

“That’s the nature of the virus,” Dr. Tafesse said. “It keeps mutating.”

Dani Blum is a health reporter for The Times. More about Dani Blum

Mom delivers baby in car hours before defending her Rutgers doctoral thesis

• Updated: May. 08, 2024, 3:05 p.m. |
• Published: May. 08, 2024, 11:30 a.m.

Tamiah Brevard-Rodriguez delivered her son, Enzo, hours before defending her dissertation at the Rutgers-New Brunswick Graduate School of Education. Nick Romanenko/Rutgers University

• Tina Kelley | NJ Advance Media for NJ.com

Giving birth and defending a doctoral dissertation could easily be considered among the most stressful items on a bucket list. For Tamiah Brevard-Rodriguez, it was all in a day’s work. One day’s work.

She even grabbed a shower in between.

On March 24, Brevard-Rodriguez, director of Aresty Research Center at Rutgers University, was finishing up preparations for her doctoral defense the next day. Eight months pregnant with her second child, she didn’t feel terrific, but she persisted.

She was trying to hone down to 20 minutes her remarks on “The Beauty Performances of Black College Women: A Narrative Inquiry Study Exploring the Realities of Race, Respectability, and Beauty Standards on a Historically White Campus.” The Zoom link had gone out to family, friends, and colleagues for the defense, scheduled for 1 p.m. the next day.

“Operation Dissertation before Baby,” as she called it, was a go.

But at 2:15 a.m. on March 25 her water broke, a month and a day early.

As the contractions came closer and closer, her wife drove her down the Garden State Parkway, trying to get to Hackensack Meridian Mountainside Medical Center in Montclair before Baby Enzo showed up.

But the baby was faster than a speeding Maserati and arrived in the front seat at 5:55 a.m., after just three pushes. He weighed in at 5-pounds 12-ounces, 19 inches long, and in perfect health for a baby four weeks early.

“I did have to detail her car afterward,” the new mom said of her wife.

Brevard-Rodriguez was feeling so good after the birth that she decided against asking to reschedule her thesis defense.

“I had more than enough time to regroup, shower, eat and proceed with the dissertation,” she said. She had a quick nap, too. The doctors and nurses supported her decision and made sure she had access to reliable wifi at the hospital.

She gave her defense with a Rutgers background screen. When she learned she had passed, she dropped the fake background, and people could see Brevard-Rodriguez in her maternity bed, and Enzo in her wife’s arms.

“I said, ‘You guys missed the big news,’ and they just fell out,” said Brevard-Rodriguez, who waited for the reveal because she didn’t want extra sympathy from her dissertation committee.

Melina Mangin, chair of the Educational Theory, Policy & Administration Department at the Graduate School of Education, was astounded.

“Tamiah had delivered a flawless defense with zero indication that she had just given birth,” she said. “She really took the idea of productivity to the next level!”

Finishing her doctorate in education and having her last child were fitting 40th birthday presents to herself, Brevard-Rodriguez said. She turned 40 in November and returns to work in late August.

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• This N.J. student just won one of the nation’s biggest scholarships. He started college in prison.

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How does the US know that forced labor is happening in China? A Northeastern supply chain expert weighs in

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Shawn Bhimani leads Northeastern’s Supply Trace project, an open-access platform that uses machine learning and shipping data — and on-the-ground investigations — to link forced labor to international trade transactions.

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The Biden administration has added 26 more companies to the list of Chinese textile traders and manufacturers whose goods are blocked from entering the United States because of their alleged ties to forced labor.

The banned imports, known as the Uyghur Forced Labor Prevention Act Entity List, names businesses that are said to be involved in exploiting forced labor in China’s Xinjiang region. The announcement brings the total number of banned companies to 65.

The act, passed by Congress in 2021 and enacted in June 2022, prohibits the import of any goods made in Xinjiang from entering the U.S.

Shawn Bhimani, assistant professor of supply chain management at Northeastern University, says 90% of the cotton in China is grown in Xinjiang. Other industries, he says, such as solar and electronics, are also tainted by the Uyghur human rights abuses.

Bhimani leads Northeastern’s Supply Trace project, an open-access digital platform that uses machine learning and shipping data — as well as on-the-ground investigations — to link forced labor to international trade transactions. 

Northeastern Global News spoke to Bhimani about the evidence the U.S. government has of the alleged human rights violations in China, as well as how Supply Trace helps companies and consumers to make ethical decisions.

His responses have been edited for brevity and clarity.

How do you define “forced labor” and how big is this problem globally?

The International Labor Organization defines forced labor as “all work or service which is exacted from any person under the threat of a penalty and for which the person has not offered himself or herself voluntarily.” If I was to simplify, its people working against their will.

Forced labor is estimated currently at 27 to 28 million people globally [comparable to the population of Australia]. It is a subset of what some people refer to as modern slavery.

Where in the world does forced labor happen most?

The highest problems of forced labor occur in India [11 million people] based on the 2023 estimates by the Global Slavery Index. China is also on their list.

China is much more in the news and in focus right now because of multiple political discussions that are happening this year. Part of it is tariffs that were levied against China two days ago by the Biden administration.

Part of it is because the Chinese government has been committing human rights abuses against the Uyghur population for many years. Because of that, the U.S. Congress passed in 2021 the Uyghur Forced Labor Prevention Act, which prohibits the importation of any goods made in whole or in part, in Xinjiang [province] from entering the U.S. That law was enforced in June of 2022. 

The U.S. government continues to build out credible evidence and a list of entities that should be avoided in business transactions.

Recent testing shows that of goods coming into the U.S. 20% of the apparel was still being made with Xinjiang cotton.

How does the U.S. government know that these human rights abuses, including forced labor, are happening?

We have victim testimony. People who are from that region are able to provide testimony of the atrocities that are occurring, which are not limited to forced labor.

Additionally, we are able to leverage the fact that shipments coming out of China into the U.S. and other Western markets are traceable.

As part of our Supply Trace project, we trace shipments from factories in China with known links to Xinjiang and make it clear that those factories are shipping to the U.S. companies in our pilot phase of the platform. As we grow, there will be companies all over the world that are buying these products made by victims of forced labor.

We use shipping records of goods that travel by ocean freight. We also look at investigations performed on factories within China, where we look at their public disclosures on where the materials come from and who their customers and clients are.

How can American companies vet their supply chain? 

It is imperative that companies comply with the [Uyghur Forced Labor Prevention Act] and the list of banned companies. 

About 90% of the cotton from China is from Xinjiang, which means that there’s a 90% chance that any cotton that China exports has Xinjiang fibers in it. There are so many other industries such as solar or electronics or others that are tainted by bigger human rights abuses in China.

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When it comes to other countries, and other areas [of China], there are business advisories or recommendations of where companies should consider exercising caution. They can do this by vetting their supply chain by mapping it, by understanding known areas of risk and performing due diligence… for example, factory investigations to ensure that there’s no forced labor happening out of the facility. 

They need to think about corrective action and in the case of Uyghur human rights abuses, they need to change their sourcing locations.

Many companies don’t know where to start. They don’t know what to do with the list. They don’t even know sometimes if their suppliers are connected to Xinjiang.

So what we do is we create an open-access website where they can see a map of their supply chain based on shipping records. We use machine learning to connect the dots for them. We also provide resources if a company realizes they are connected [to forced labor] on what to do about it.

How can consumers figure out if a brand was produced with forced labor?

Supply Trace is open to everyone. It is an equal access platform, so anyone anywhere in the world can access it. There is no paywall. You type in the name of the brand or a factory and see potential risk and make better, more informed decisions.

Sometimes products do not ship directly from China to the U.S. They go through a third-party country before they arrive in the U.S.

How have these bans affected China?

We know that after passing of the law in 2021, and enforced in 2022, Customs Border Patrol has stopped over $3 billion worth of goods at the U.S. border to comply with the UFLPA.

We also know because of our own research that we’ve been conducting, that we have seen a decrease in raw cotton from China entering the United States because of companies trying to comply with this law.

However, in our recent research we found that retail products that are made in part with [Xinjiang] cotton have not significantly decreased, which is another way of saying we’re still importing those products tainted with human rights abuses.

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