open thesis english

Librarians/Admins

• EBSCOhost Collection Manager
• EBSCO Experience Manager
• EBSCO Connect
• Start your research
• EBSCO Mobile App

Clinical Decisions Users

• DynaMed Decisions
• Dynamic Health
• Waiting Rooms
• NoveList Blog

EBSCO Open Dissertations

EBSCO Open Dissertations makes electronic theses and dissertations (ETDs) more accessible to researchers worldwide. The free portal is designed to benefit universities and their students and make ETDs more discoverable. 

Increasing Discovery & Usage of ETD Research

EBSCO Open Dissertations is a collaboration between EBSCO and BiblioLabs to increase traffic and discoverability of ETD research. You can join the movement and add your theses and dissertations to the database, making them freely available to researchers everywhere while increasing traffic to your institutional repository. 

EBSCO Open Dissertations extends the work started in 2014, when EBSCO and the H.W. Wilson Foundation created American Doctoral Dissertations which contained indexing from the H.W. Wilson print publication, Doctoral Dissertations Accepted by American Universities, 1933-1955. In 2015, the H.W. Wilson Foundation agreed to support the expansion of the scope of the American Doctoral Dissertations database to include records for dissertations and theses from 1955 to the present.

How Does EBSCO Open Dissertations Work?

Your ETD metadata is harvested via OAI and integrated into EBSCO’s platform, where pointers send traffic to your IR.

EBSCO integrates this data into their current subscriber environments and makes the data available on the open web via opendissertations.org .

You might also be interested in:

• Enroll & Pay

Open Access Theses and Dissertations (OATD)

OATD.org provides open access graduate theses and dissertations published around the world. Metadata (information about the theses) comes from over 1100 colleges, universities, and research institutions. OATD currently indexes 6,654,285 theses and dissertations.

EBSCO Open Dissertations

Search millions of electronic theses and dissertations (etds).

With EBSCO Open Dissertations, institutions and students are offered an innovative approach to driving additional traffic to ETDs in institutional repositories. Our goal is to help make their students’ theses and dissertations as widely visible and cited as possible.

This approach extends the work started in 2014, when EBSCO and the H.W. Wilson Foundation created American Doctoral Dissertations which contained indexing from the H.W. Wilson print publication, Doctoral Dissertations Accepted by American Universities, 1933-1955. In 2015, the H.W. Wilson Foundation agreed to support the expansion of the scope of the American Doctoral Dissertations database to include records for dissertations and theses from 1955 to the present.

Get involved in the EBSCO Open Dissertations project and make your electronic theses and dissertations freely available to researchers everywhere. Please contact Margaret Richter for more information.

Study at Cambridge

About the university, research at cambridge.

• Undergraduate courses
• Events and open days
• Fees and finance
• Postgraduate courses
• How to apply
• Postgraduate events
• Fees and funding
• International students
• Continuing education
• Executive and professional education
• Courses in education
• How the University and Colleges work
• Term dates and calendars
• Visiting the University
• Annual reports
• Equality and diversity
• A global university
• Public engagement
• Give to Cambridge
• For Cambridge students
• For our researchers
• Business and enterprise
• Colleges & departments
• Email & phone search
• Museums & collections
• Open Research
• Share Your Research
• Open Research overview
• Share Your Research overview
• Open Research Position Statement
• Scholarly Communication overview
• Join the discussion overview
• Author tools overview
• Publishing Schol Comm research overview
• Open Access overview
• Open Access policies overview
• Places to find OA content
• Open Access Monographs overview
• Open Access Infrastructure
• Repository overview
• How to Deposit overview
• Digital Object Identifiers (DOI)
• Request a Copy
• Copyright overview
• Third party copyright
• Licensing options
• Creative Commons
• Authorship and IP
• Copyright and VLE
• Copyright resources
• Events overview
• Training overview
• Contact overview
• Governance overview

Access to Cambridge theses

• Scholarly Communication
• Open Access
• Training and Events

How do I find a Cambridge thesis?

Ph.D., M.Litt., M.Sc., and Divinity M.Phil. theses approved after 1970 are catalogued in iDiscover, as are M.D. and M.Chir. theses approved after May 2006. Earlier theses are listed in a card catalogue in the Manuscripts Reading Room and are gradually being added to iDiscover.

Since 1 October 2017, all PhD theses are being deposited in electronic form to the University repository Apollo . Many earlier theses are also in the repository, but if they are not yet in digital form it is possible to request access to these theses. There is more information on how to request a copy of a printed thesis further down this page.

Gaining access to electronic copies of theses

The author of a given thesis in Apollo can choose whether their thesis is available to be downloaded, available on request or unavailable. While many of the theses in Apollo are openly available for download, s ome theses in the repository are not open access because they have either been embargoed by the author or because they are unable to be made openly available for copyright or other r easo ns.   For an explanation of the different theses access levels,  see this page .

Open Access theses

Theses that have been made available Open Access can be downloaded from Apollo as a PDF file without any restrictions other than the license under which they have been made available . Just click on the document file in the thesis record to download a copy.

Embargoed theses

Theses with an embargo are shown in Apollo with a padlock icon over the PDF file are not open access but can be requested. If you wish to access the full thesis, click on the padlock icon on the PDF and you will be redirected to the repository’s ‘ Request a Copy ’ function. Requests for embargoed theses will be passed on to the author so they can choose to grant or refuse the request at their discretion.

Controlled theses

Theses under controlled access remain unpublished because they are not made available on the internet via the Apollo repository and as such, the rules for unpublished works in UK copyright law will apply to these theses. Controlled access theses are provided by the University Library in accordance with the Copyright, Designs and Patents act 1998. Theses under controlled access are shown in Apollo with a padlock icon over the PDF file are not open access but can be requested. If you wish to access the full thesis, click on the padlock icon on the PDF and you will be redirected to the repository’s ‘ Request a Copy ’ function. For further information on copying by librarians or archivists see: http://www.legislation.gov.uk/ukpga/1988/48/section/43

If a thesis has been digitised by the Digital Content Unit's image request service in the library it will be deposited in Apollo under controlled access and can be requested via the thesis record in Apollo.

Requesting a copy of a printed thesis

Researchers can order a copy of an unpublished thesis which was deposited in print form through the Library’s  Digital Content Unit via the image request form . Copies of theses may be provided to researchers in accordance with the  law  and in a manner that is common across UK libraries.The law allows us to provide whole copies of unpublished theses to individuals as long as they sign a declaration saying that it is for non-commercial research or private study. The agreement used for access to theses at Cambridge has been drafted using the guidance by the Chartered Institute of Library and Information Professionals (CILIP).

Theses are not available for borrowing or inter library loan. The copyright of theses remains with the author. The law does not allow us to provide a copy for inclusion in a general library collection or for wider distribution beyond the individual receiving the copy, without the explicit permission of the author or copyright holder. Where someone approaches us asking for a copy for their library or wider distribution, they must obtain the explicit permission of the author or copyright owner.

Please note any periods of access restriction requested by the author apply to both electronic and print copies.

Open Research Newsletter sign-up

Please contact us at  [email protected]   to be added to the mailing list to receive our quarterly e-Newsletter.

The Office of Scholarly Communication sends this Newsletter to its subscribers in order to disseminate information relevant to open access, research data management, scholarly communication and open research topics. For details on how the personal information you enter here is used, please see our  privacy policy . 

Privacy Policy

© 2024 University of Cambridge

• Contact the University
• Accessibility
• Freedom of information
• Privacy policy and cookies
• Statement on Modern Slavery
• Terms and conditions
• University A-Z
• Undergraduate
• Postgraduate
• Research news
• About research at Cambridge
• Spotlight on...

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

Open Access Theses and Dissertations

Direct Link

• Library Home
• General (Summon)
• Books & Media (Catalogue)
• Indexes, Databases & Articles
• Research Guides
• UBC Research
• UBC Open Collections
• UBC Vancouver
• Asian Library
• Biomedical Branch Library
• Chapman Learning Commons Help Desk
• The Chung | Lind Gallery
• David Lam Management Research Library
• Education Library
• Irving K. Barber Learning Centre
• Koerner Library
• Law Library
• Music, Art and Architecture Library
• Rare Books and Special Collections
• Research Commons
• University Archives
• Woodward Library
• X wi7 x wa Library
• UBC Okanagan
• The Commons (Okanagan)
• Okanagan Library
• Special Collections & Archives
• UBC Virtual
• AskAway Chat Services
• Borrowing Services
• My Library Account
• How to Get Library Access
• See More...
• Electronic Access
• Connect to Library Resources
• OpenAthens Login Overview
• Computers & Technology
• Print, Copy, Scan
• Public Computers & Software
• Group & Silent Study Spaces
• Technology Spaces
• Guides for Library Users
• Undergraduate Students
• Faculty & Instructors
• Planning Your Research
• Getting Started on Your Research
• Finding Resources
• Journal Articles
• Evaluating & Citing Sources
• Evaluating Information Sources
• How to Cite
• Publishing Research
• Getting Started with cIRcle
• Building Your Academic Profile
• Collections
• Policies, Procedures and Guidelines
• Work with Us
• Accessing Library Resources?
• OpenAthens Login
• Add Browser Extension for Access
• Managing Your Account?
• My Library Account Login
• Need Citation Management?
• Citation Management Tools

JavaScript is disabled: Site features and functionality may be limited.

• Library Home /
• Search Collections /
• Open Collections /
• Browse Collections /

UBC Theses and Dissertations

Open collections, limit this search.

The UBC Theses and Dissertations collection promotes open and comprehensive access to a significant body of unique knowledge created by graduate students to support further research and for private study. The authors retain copyright ownership and moral rights to their theses. The content of theses may not be re-purposed or exploited for commercial gain without the explicit permission of the authors.

UBC graduate students began submitting their theses online via cIRcle, UBC’s digital repository, in fall 2007, a practice that both simplified the submission process and also ensured the availability of this research to a global audience in a timely manner. As of March 2012, UBC Library has digitized and made openly accessible the full-text of more than 32,000 theses submitted by graduate students between 1919 and 2007. In addition to providing information about specific fields of study these theses also reveal important information about changes in pedagogy at the University and within academic disciplines. Authors concerned about having their pre-2007 theses included as part of this collection can notify [email protected] to have their thesis removed. Similarly, if copyrighted material appears in a thesis the copyright owner can request that material be removed.

Browse Theses & Dissertations

• {[{degree.key}]} ({[{degree.doc_count}]})

Jump to navigation

• Off-Campus Login
• My Library Account
• My ILL Requests
• My Special Collections Research Account
• Collections
• Articles & Databases
• Journal Search
• Archives & Manuscripts
• Digital Collections
• Special Research Collections
• Scholarly Communication
• Awards & Fellowships
• Subject & Course Guides
• Course Reserves
• Interlibrary Loan
• Instruction
• Research Data Services
• Ask a Librarian
• Call Numbers & Floor Plans
• Study Spaces
• Computers & Printing
• Events & Exhibitions
• Directions & Parking

Open Access Dissertations

You are here.

UC Policy on Open Access for Theses and Dissertations

On March 25, 2020, the University of California issued a Policy on Open Access for Theses and Dissertations. The systemwide policy, which aligns with those already in place at individual UC campuses, “requires theses or dissertations prepared at the University to be (1) deposited into an open access repository, and (2) freely and openly available to the public, subject to a requested delay of access (“embargo”) obtained by the student.” Theses and dissertations already made open access can be read in eScholarship, UC’s open access repository and scholarly publishing platform.

Alexandria Digital Research Library (ADRL) 

Some UCSB open access theses and disserations are in ADRL. Due to copyright restrictions and a need to obtain permission from the authors, not all years are available.

eScholarship   

UC's institutional repository and journal publishing platform. Not all campuses have electronic theses and disseartations in eScholarship. Due to copyright restrictions and the need to obtain permissions from authors, not all years are available online. UC campuses began accepting electronic theses and disserations (ETDs) submissions different years. For details see  ETD Preservation and Access Sevice: California Digital Library . UCSB's open access ETDS are in  ADRL . 

Networked Digital Library of Theses and Dissertations

An international organization dedicated to promoting the adoption, creation, use, dissemination, and preservation of electronic theses and dissertations (ETDs). The website includes resources on how to find, create, and preserve ETDs; how to set up an ETD program; legal and technical questions; and the latest news and research in the ETD community.

Open Access Theses & Dissertations

OATD.org aims to be the best possible resource for finding open access graduate theses and dissertations published around the world. Metadata (information about the theses) comes from over 1100 colleges, universities, and research institutions. OATD currently indexes 5,031,307 theses and dissertations.

PQDT Open (Proquest):

Provides the full text of open access dissertations and theses free of charge. The authors of these dissertations and theses have opted to publish as open access. 

Santa Barbara, CA 93106-9010

UCSB Library - Main  (805) 893-2478 | Music Library  (805) 893-2641

Copyright © 2010-2024. The Regents of the University of California, All Rights Reserved.

Terms of Use

English Language & Literature

Dissertations & theses databases.

• Networked Digital Library of Theses and Dissertations (NDLTD) This link opens in a new window The Networked Digital Library of Theses and Dissertations (NDLTD) is an international organization dedicated to promoting the adoption, creation, use, dissemination and preservation of electronic analogues to the traditional paper-based theses and dissertations. This website contains information about the initiative, how to set up Electronic Thesis and Dissertation (ETD) programmes, how to create and locate ETDs, and current research in digital libraries related to NDLTD and ETDs.
• Open Access Theses and Dissertations This link opens in a new window OATD.org aims to be the best possible resource for finding open access graduate theses and dissertations published around the world. Metadata (information about the theses) comes from over 1000 colleges, universities, and research institutions. OATD currently indexes 2,311,795 theses and dissertations.
• << Previous: Bibliographies & Indices
• Next: Off-Campus Access >>
• Getting Started
• Books/e-Books
• Article Databases
• Primary Sources
• Historic News Sources
• Bibliographies & Indices
• Dissertations & Theses
• Off-Campus Access This link opens in a new window

Research Support

• Last Updated: Nov 30, 2023 2:55 PM
• URL: https://guides.library.ucdavis.edu/english-language-literature

Open Research Library Search query Search var _gaq = _gaq || []; _gaq.push(['_setAccount', 'UA-5266663-1']); _gaq.push(['_trackPageview']); (function() { var ga = document.createElement('script'); ga.type = 'text/javascript'; ga.async = true; ga.src = ('https:' == document.location.protocol ? 'https://ssl' : 'http://www') + '.google-analytics.com/ga.js'; var s = document.getElementsByTagName('script')[0]; s.parentNode.insertBefore(ga, s); })(); Skip navigation jQuery(document).ready(function() { jQuery('#gw-nav a[data-mega-menu-trigger], #gw-megas a[data-mega-menu-trigger]').on('click', function () { showMegaMenu($(this).attr('data-mega-menu-trigger')); return false; }); }); Home About Contribute Publishing Policy Copyright Contact Statistics My Open Research close My Open Research

Your list of unfinished submissions or submissions in the workflow.

• Edit Profile
• Receive email updates

• Search ANU web, staff & maps
• Search current site content

Open Access Theses : [15428]

To view all theses in this collection, select one of the 'Browse by' options (Issue Date, Author, Title, Subject, Title or Type (of thesis). You can also enter your keyword/s into the text box above and click on Search.

ANU theses are harvested by the National Library of Australia's Trove service and other search engines, making them fully discoverable online.

Submit your thesis (Approved ANU research theses only)

Please note: The Abstracts displayed in item metadata are in many cases truncated. For the full Abstracts, see the thesis document files.

For all ANU theses, the copyright belongs to the author.

Emergent Dynamics of Family Networks: Household Complexity, Resource Diffusion, and Wealth Inequality

How do teachers of Indonesian choose what to teach? Computational tools to explore usage patterns

Evolution of the structural properties of disordered carbon at high pressure

Essays On Air Pollution, Climate Change, And Extreme Weather

Application of Machine Learning and Generative Design Strategies for the Design and Optimization of Alloys

Design of Nanoscale Architectures for Miniaturised Electrochemical Biosensors

Investigation of Plasmodium falciparum heat shock protein 20 as a novel target for antimalarial drug discovery

Offshore currents: Examining the securitisation and de-securitisation of criminal deportations to Tonga, Samoa and Cook Islands

Data-Driven Understanding of Real-Life Moral Dilemmas via Topic Mapping and Moral Foundations

Water Quality of Urban Lakes and Ponds for Recreational Use

Rebuilding Trust in Electoral Institutions

The Applied Epidemiology of Influenza and other Infectious Diseases in Victoria

Using film to gain insight into market vendors' lives in Vanuatu

A Grammar of Kua'nsi

Scalable Synthesis of Earth-Abundant Catalysts for (Photo-)electrochemical Water Splitting Devices

Essays in Applied Macroeconomics

The Evolution of Chinese Maritime Law Enforcement Agencies, 1949-2018: Domestic and External Interactions

Tweeting Hydrogen: An Exploratory Study of Australian Twitter Communications about Hydrogen Decarbonisation

Improving methods of diagnosis and prognostication in neurodegenerative diseases through electroencephalography analysis and machine learning

Parameterisation, Localisation, and Enhancement of Spatial Soundfield from Drone On-Board Microphones

• 5 Woodley, Peter
• 3 Briscoe, Gordon
• 3 Davis, Robert Brent
• 3 Munro, Alison
• 3 Wang, Lei
• 2 Abejo, Socorro D
• 2 Abraham, Mark James
• 2 Akhtar, Muhammad Saleem
• 2 Allen, Matthew G
• 2 Ameka, Felix Kofi
• 12112 Thesis (PhD)
• 1648 Thesis (Masters)
• 577 Thesis (MPhil)
• 488 Thesis (Masters sub-thesis)
• 386 Thesis (Honours)
• 114 Thesis (Graduate Diploma)
• 41 Thesis (DPsych(Clinical))
• 24 Thesis (Bachelors)
• 21 Thesis (PhD) - Exegesis
• 8 Thesis (SJD)
• 1584 2020 - 2024
• 3786 2010 - 2019
• 2998 2000 - 2009
• 2436 1990 - 1999
• 1944 1980 - 1989
• 1776 1970 - 1979
• 809 1960 - 1969
• 79 1953 - 1959

Emergent Dynamics of Family Networks: Household Complexity, Resource Diffusion, and Wealth Inequality

How do teachers of Indonesian choose what to teach? Computational tools to explore usage patterns

Evolution of the structural properties of disordered carbon at high pressure

Essays On Air Pollution, Climate Change, And Extreme Weather

Application of Machine Learning and Generative Design Strategies for the Design and Optimization of Alloys

Updated:   19 May 2020 / Responsible Officer:   University Librarian / Page Contact:   Library Systems & Web Coordinator

• Contact ANU
• Freedom of Information

+61 2 6125 5111 The Australian National University, Canberra CRICOS Provider : 00120C ABN : 52 234 063 906

What Is Open Thesis? 6 Tips to Make It More Understandable For Your Readers

Often viewed as the elusive and enigmatic element of academic writing, open thesis statements send chills down the spines of even the most experienced and seasoned scholars. Reason? Because of its wider reach than a closed thesis, which commands attention and requires meticulous scrutiny. 

Open thesis statements present a unique opportunity for creative exploration and expression. However, it is essential to ensure that these statements are lucid, succinct, and comprehensible to readers. How, then, can one demystify the complexity of open thesis statements and present them in a more accessible and discernible manner? Here are the 6 best tips to aid in crafting an open thesis statement that is approachable and lucid for your intended audience.

What Is an Open Thesis Statement?

An open thesis statement is a statement that is not fully formed or definitive in nature. It leaves room for interpretation and discussion, allowing the writer to explore various angles of a topic. 

On the one hand, it allows for more creative expression and exploration. But, on the other hand, it can be confusing and difficult to understand for readers.

6 Tips to Write the Most Efficient Open Thesis Statement

1- understanding the open thesis statement.

An open thesis statement differs from a closed thesis statement because it is not a definitive claim. It's more of a starting point for the writer to explore a topic. For example, a closed thesis statement might be something like, "The death penalty is immoral and should be abolished." On the same topic, an open thesis statement may be, "The death penalty raises ethical concerns and merits further investigation."

2- Importance of Clarity in Open Thesis Statements

The key to making open thesis statements more understandable is to ensure they are clear and concise. Avoid using vague or abstract language that can be interpreted in multiple ways. Instead, use specific language that leaves no room for confusion. Instead of expressing, "The economy is bad," say, "The unemployment rate has increased by 5% in the past year."

3- Use of Concrete Language

Open thesis statements can be made more understandable by using definite or concrete language. Concrete language is a language that refers to tangible, observable things. Abstract language, on the other hand, refers to intangible concepts or ideas. Rather than stating that "love is a powerful emotion," you may add, "When I'm with my partner, I feel happy and content."

4- Providing Context

Context helps the reader understand the writer's perspective and gives them a framework for understanding the argument. For example, instead of saying, "The education system needs to be reformed," you may say, "As a teacher, I've personally seen the negative impact of standardized testing on student learning."

5- Use of Supporting Evidence

Supporting evidence provides the reader with tangible examples illustrating the writer's argument. When selecting supporting evidence, choose relevant, reliable, and compelling examples. For example, instead of writing "Many people support gun control," state, "According to a recent poll conducted by McKinsey, 65% of Americans support stricter gun control laws."

6- Use of Examples

Examples provide the reader with concrete instances that illustrate the writer's point. When selecting examples, choose ones that are relevant, memorable, and thought-provoking. Instead of saying, "Fast food is bad for your health," for instance, say, "In 2019, a man ate nothing but McDonald's for 30 days and gained 17 pounds."

Hence, open thesis statements can seem daunting, but they don't have to be. Follow these six tips and make your open thesis statements more understandable and engaging for your readers. Being clear, concise, and specific is all you need to be here!

Editor’s pick

Get free updates.

Subscribe to our newsletter for regular insights from the research and publishing industry!

Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

• TutorHome |
• IntranetHome |
• Contact the OU Contact the OU Contact the OU |
• Accessibility Accessibility
• StudentHome
• Help Centre

You are here

Library resources.

• Theses & dissertations
• Site Accessibility: Library Services

OU theses and dissertations

Online theses.

Are available via Open Research Online .

Print theses

Search for OU theses in the Library Search . To see only print theses click 'In the Walton Hall library' and refine your results to resource type 'Thesis'.

OU staff and research students can  borrow a consultation copy of a thesis (if available). Please contact the Library helpdesk giving the author and title of the thesis.

UK theses and dissertations from EThOS

The Electronic Theses Online System (EThOS) offers free access to the full text of UK theses.

• EThOS offers a one stop online shop providing free access to UK theses
• EThOS digitizes theses on request into PDF format, this may require payment
• EThOS is managed by the British Library in partnership with a number of UK universities
• EThOS is open to all categories of library user

What does this mean to you as a library user?

When you need to access a PhD thesis from another UK based HE institution you should check EThOS to either download a thesis which has already been digitised or to request that a UK thesis be supplied to you.

• For all UK theses EThOS will be the first point of delivery. You can use the online ordering and tracking system direct from EThOS to manage your requests for UK PhD theses, including checking the status of your requests
• As readers you will deal directly with EThOS so will not need to fill in a document delivery request
• OU staff and research students will still be entitled to access non-UK based PhD theses by filling in a document delivery request
• In some cases where EThOS is unable to supply a UK thesis OU staff and research students will be able to access it by filling in a conventional document delivery request. The thesis will be supplied through direct loan
• The EThOS system is both faster and cheaper than the previous British Theses service which was based on microfilm
• The British Library no longer arranges interlibrary loans for UK PhD theses
• Interlibrary Loan procedures for other types of request from the British Library (articles and books for example) will remain the same

If you have any queries about using EThOS contact the Document Delivery Team ( [email protected] or the Library Helpdesk ).

Note 13/03/2024: The British Library is continuing to experience a major technology outage affecting its websites and other online systems, due to a Cyber attack. as a result access to ETHOS might not be possible until the issue is fixed. 

• Selected resources for your study
• Explore Curated Resources
• Dictionaries, thesauri and encyclopaedias
• Biographies
• Conference papers
• Country information
• External libraries and catalogues
• Images and sound
• Legislation and official publications
• News sources
• Open Research collections
• Patents and standards
• Publicly available
• Statistics sources
• The Open University Archive

Related Help

• Finding and using books and theses
• Finding resources for your assignment
• I am having problems accessing a resource via Athens.
• Training and skills
• How do I do a literature search?

Using Library Search for your assignment

Monday, 24 June, 2024 - 19:30

Learn how to find specific resources and how to find information on a topic using Library Search.

Library Helpdesk

Chat to a Librarian  - Available 24/7

Other ways to contact the Library Helpdesk

The Open University

• Study with us
• Supported distance learning
• Funding your studies
• International students
• Global reputation
• Apprenticeships
• Develop your workforce
• News & media
• Contact the OU

Undergraduate

• Arts and Humanities
• Art History
• Business and Management
• Combined Studies
• Computing and IT
• Counselling
• Creative Writing
• Criminology
• Early Years
• Electronic Engineering
• Engineering
• Environment
• Film and Media
• Health and Social Care
• Health and Wellbeing
• Health Sciences
• International Studies
• Mathematics
• Mental Health
• Nursing and Healthcare
• Religious Studies
• Social Sciences
• Social Work
• Software Engineering
• Sport and Fitness

Postgraduate

• Postgraduate study
• Research degrees
• Masters in Art History (MA)
• Masters in Computing (MSc)
• Masters in Creative Writing (MA)
• Masters degree in Education
• Masters in Engineering (MSc)
• Masters in English Literature (MA)
• Masters in History (MA)
• Master of Laws (LLM)
• Masters in Mathematics (MSc)
• Masters in Psychology (MSc)
• A to Z of Masters degrees
• Accessibility statement
• Conditions of use
• Privacy policy
• Cookie policy
• Manage cookie preferences
• Modern slavery act (pdf 149kb)

Follow us on Social media

• Student Policies and Regulations
• Student Charter
• System Status
• Contact the OU Contact the OU
• Modern Slavery Act (pdf 149kb)

© . . .

Reference management. Clean and simple.

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 .

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Welcome to the Purdue Online Writing Lab

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

The Online Writing Lab at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects. Teachers and trainers may use this material for in-class and out-of-class instruction.

The Purdue On-Campus Writing Lab and Purdue Online Writing Lab assist clients in their development as writers—no matter what their skill level—with on-campus consultations, online participation, and community engagement. The Purdue Writing Lab serves the Purdue, West Lafayette, campus and coordinates with local literacy initiatives. The Purdue OWL offers global support through online reference materials and services.

A Message From the Assistant Director of Content Development 

The Purdue OWL® is committed to supporting  students, instructors, and writers by offering a wide range of resources that are developed and revised with them in mind. To do this, the OWL team is always exploring possibilties for a better design, allowing accessibility and user experience to guide our process. As the OWL undergoes some changes, we welcome your feedback and suggestions by email at any time.

Please don't hesitate to contact us via our contact page  if you have any questions or comments.

All the best,

Social Media

Facebook twitter.

• Introduction
• Article Information

Data Sharing Statement

See More About

Sign up for emails based on your interests, select your interests.

Customize your JAMA Network experience by selecting one or more topics from the list below.

• Academic Medicine
• Acid Base, Electrolytes, Fluids
• Allergy and Clinical Immunology
• American Indian or Alaska Natives
• Anesthesiology
• Anticoagulation
• Art and Images in Psychiatry
• Artificial Intelligence
• Assisted Reproduction
• Bleeding and Transfusion
• Caring for the Critically Ill Patient
• Challenges in Clinical Electrocardiography
• Climate and Health
• Climate Change
• Clinical Challenge
• Clinical Decision Support
• Clinical Implications of Basic Neuroscience
• Clinical Pharmacy and Pharmacology
• Complementary and Alternative Medicine
• Consensus Statements
• Coronavirus (COVID-19)
• Critical Care Medicine
• Cultural Competency
• Dental Medicine
• Dermatology
• Diabetes and Endocrinology
• Diagnostic Test Interpretation
• Drug Development
• Electronic Health Records
• Emergency Medicine
• End of Life, Hospice, Palliative Care
• Environmental Health
• Equity, Diversity, and Inclusion
• Facial Plastic Surgery
• Gastroenterology and Hepatology
• Genetics and Genomics
• Genomics and Precision Health
• Global Health
• Guide to Statistics and Methods
• Hair Disorders
• Health Care Delivery Models
• Health Care Economics, Insurance, Payment
• Health Care Quality
• Health Care Reform
• Health Care Safety
• Health Care Workforce
• Health Disparities
• Health Inequities
• Health Policy
• Health Systems Science
• History of Medicine
• Hypertension
• Images in Neurology
• Implementation Science
• Infectious Diseases
• Innovations in Health Care Delivery
• JAMA Infographic
• Law and Medicine
• Leading Change
• Less is More
• LGBTQIA Medicine
• Lifestyle Behaviors
• Medical Coding
• Medical Devices and Equipment
• Medical Education
• Medical Education and Training
• Medical Journals and Publishing
• Mobile Health and Telemedicine
• Narrative Medicine
• Neuroscience and Psychiatry
• Notable Notes
• Nutrition, Obesity, Exercise
• Obstetrics and Gynecology
• Occupational Health
• Ophthalmology
• Orthopedics
• Otolaryngology
• Pain Medicine
• Palliative Care
• Pathology and Laboratory Medicine
• Patient Care
• Patient Information
• Performance Improvement
• Performance Measures
• Perioperative Care and Consultation
• Pharmacoeconomics
• Pharmacoepidemiology
• Pharmacogenetics
• Pharmacy and Clinical Pharmacology
• Physical Medicine and Rehabilitation
• Physical Therapy
• Physician Leadership
• Population Health
• Primary Care
• Professional Well-being
• Professionalism
• Psychiatry and Behavioral Health
• Public Health
• Pulmonary Medicine
• Regulatory Agencies
• Reproductive Health
• Research, Methods, Statistics
• Resuscitation
• Rheumatology
• Risk Management
• Scientific Discovery and the Future of Medicine
• Shared Decision Making and Communication
• Sleep Medicine
• Sports Medicine
• Stem Cell Transplantation
• Substance Use and Addiction Medicine
• Surgical Innovation
• Surgical Pearls
• Teachable Moment
• Technology and Finance
• The Art of JAMA
• The Arts and Medicine
• The Rational Clinical Examination
• Tobacco and e-Cigarettes
• Translational Medicine
• Trauma and Injury
• Treatment Adherence
• Ultrasonography
• Users' Guide to the Medical Literature
• Vaccination
• Venous Thromboembolism
• Veterans Health
• Women's Health
• Workflow and Process
• Wound Care, Infection, Healing

Get the latest research based on your areas of interest.

Others also liked.

• Download PDF
• X Facebook More LinkedIn

Rodriguez JA , Khoong EC , Lipsitz SR , Lyles CR , Bates DW , Samal L. Telehealth Experience Among Patients With Limited English Proficiency. JAMA Netw Open. 2024;7(5):e2410691. doi:10.1001/jamanetworkopen.2024.10691

Manage citations:

© 2024

• Permissions

Telehealth Experience Among Patients With Limited English Proficiency

• 1 Division of General Internal Medicine and Primary Care, Brigham and Women’s Hospital, Boston, Massachusetts
• 2 Harvard Medical School, Boston, Massachusetts
• 3 Division of General Internal Medicine, Department of Medicine, University of California San Francisco, San Francisco
• 4 Center for Vulnerable Populations, Zuckerberg San Francisco General Hospital, University of California San Francisco, San Francisco
• 5 Center for Healthcare Policy and Research, University of California Davis, Davis
• 6 Department of Public Health Sciences, University of California Davis School of Medicine, Davis

Patients with limited English proficiency (LEP) face disparities in using telehealth. 1 While research has focused on access, attention to patient experience is essential. Patients with LEP have worse experience with in-person care. 2 We examined differences in telehealth access and experience between patients with LEP and patients with English proficiency (EP) in California.

We analyzed the 2021 adult data from California Health Interview Survey (CHIS), which is conducted in 6 languages. 3 The Brigham and Women's Hospital Institutional Review Board deemed this cross-sectional study exempt from review and waived informed consent because publicly available data were used. We followed the STROBE reporting guideline.

Study exposure was LEP, defined as speaking English not well or not at all. Study outcomes were telehealth use and visit experience. For telehealth use, CHIS participants were asked whether they had used video or telephone telehealth in the past 12 months (eAppendix in Supplement 1 ). For visit experience, participants were asked to compare their experience with video or telephone visits to in-person visits. We dichotomized visit experience to better or same vs worse. Outcomes of patients with LEP or EP were assessed and compared. Covariates included factors associated with use of digital tools: age, sex, marital status, insurance status, educational level, poverty level, health status, internet use, and having usual source of care. 1 , 4 Self-reported race and ethnicity and metropolitan area residency were excluded due to collinearity.

We performed bivariable comparisons using weighted χ 2 analysis. We then performed weighted multivariable logistic regression to ascertain odds of worse experience after controlling for covariates. We used survey-supplied replicate weights to produce population estimates, as recommended by CHIS. 3 Weights represent California’s residential population.

Two-sided P  < .05 was considered significant. Analyses were performed using R 3.6.2 (R Core Team).

The study included 24 453 participants (10 735 males [weighted 49%], 13 718 females [weighted 51%]), representing a population of 29 649 837. Patients with LEP accounted for 9% of participants and 7% of telehealth users. Telehealth users with LEP differed significantly from users with EP across most covariates ( Table 1 ). Among telehealth users, patients with LEP accounted for 6.8% of video visit users (387, representing a population of 840 764) and 8.1% telephone visit users (484, representing a population of 1 021 909).

In unadjusted analyses, patients with LEP were less likely to report either video or telephone telehealth use (37% vs 50%; P  < .001). In adjusted analyses, patients with LEP were less likely to report video or telephone telehealth use (odds ratio [OR], 0.63; 95% CI, 0.52-0.77; P  < .001) vs patients with EP ( Table 2 ). For video visits, in unadjusted analyses, patients with LEP reported worse experience (32% vs 26%; P  = .04) vs patients with EP. In adjusted analyses, patients with LEP were more likely to report worse experience with video visits than in-person visits (OR, 1.42; 95% CI, 1.04-1.94; P  = .03). For telephone visits, there was no difference in visit experience between the 2 groups (unadjusted: 29% vs 31%, P  = .60; adjusted: OR, 1.24 [95% CI, 0.91-1.69], P  = .17).

For patients with LEP, we found not only telehealth access disparities but also worse video visit experience. Additionally, characteristics of video and telephone visit users differed by English proficiency. Worse video visit experience may be associated with challenges in integrating interpreters into telehealth visits or perceived effectiveness by both clinicians and patients. 4 Patients, especially those with LEP, prefer in-person care due to anxiety with self-evaluation without a medical professional. 5 Digital barriers (eg, lack of affordable broadband/devices, unavailable translated portals, and limited digital literacy and support) may also play a role. 6

Study limitations include reliance on self-reported telehealth use, focus on California, and inability to control for clinician factors that may affect care experience. Future work may evaluate the potential of digital navigators in improving the video visit experience. These findings highlight access to telephone visits alongside needed improvements to video visits for patients with LEP.

Accepted for Publication: March 9, 2024.

Published: May 9, 2024. doi:10.1001/jamanetworkopen.2024.10691

Open Access: This is an open access article distributed under the terms of the CC-BY License . © 2024 Rodriguez JA et al. JAMA Network Open .

Corresponding Author: Jorge A. Rodriguez, MD, Division of General Internal Medicine and Primary Care, Brigham and Women’s Hospital, 1620 Tremont St, Boston, MA 02120 ( [email protected] ).

Author Contributions: Dr Rodriguez had full access to all of the data in the study and takes responsibility for the integrity of the data and the accuracy of the data analysis.

Concept and design: Rodriguez, Lipsitz, Lyles, Bates.

Acquisition, analysis, or interpretation of data: Rodriguez, Khoong, Lipsitz, Samal.

Drafting of the manuscript: Rodriguez, Lipsitz, Bates.

Critical review of the manuscript for important intellectual content: All authors.

Statistical analysis: Rodriguez, Lipsitz.

Obtained funding: Rodriguez.

Administrative, technical, or material support: Rodriguez.

Supervision: Lyles.

Conflict of Interest Disclosures: Dr Rodriguez reported receiving grants from National Institute on Minority Health and Health Disparities (NIMHD) during the conduct of the study. Dr Lyles reported receiving equity from Google Health outside the submitted work. Dr Bates reported receiving personal fees from CDI Negev; equity from ValeraHealth, Clew, MDClone, and FeelBetter; and personal fees and equity from AESOP and Guided Clinical Solutions outside the submitted work as well as holding a patent for PHC-028654 issued Brigham and Women’s Hospital Intraoperative clinical decision support. No other disclosures were reported.

Funding/Support: This study was supported by grant K23MD016439 from the NIMHD (Dr Rodriguez).

Role of the Funder/Sponsor: The funder had no role in the design and conduct of the study; collection, management, analysis, and interpretation of the data; preparation, review, or approval of the manuscript; and decision to submit the manuscript for publication.

Disclaimer: The views expressed in this article are those of the authors and do not necessarily reflect the views and policy of the National Institutes of Health.

Data Sharing Statement: See Supplement 2 .

• Register for email alerts with links to free full-text articles
• Access PDFs of free articles
• Manage your interests
• Save searches and receive search alerts

Results (0 Entries)

Rhode Island School of Design Grad Show 2024 to Open at the Rhode Island Convention Center on May 23

May 9, 2024

Graduate student work representing 19 disciplines featured in exhibition and digital publication

PROVIDENCE, RI – May  9, 2024 – Thesis work by students completing master’s degrees at Rhode Island School of Design (RISD) will be on display at RISD Grad Show 2024 , RISD’s annual graduate thesis exhibition. Celebrating the creativity RISD’s newest graduate alumni will bring to the world, the exhibition and digital publication includes work by students in Architecture, Ceramics, Design Engineering, Digital + Media, Furniture Design, Glass, Global Arts and Cultures, Graphic Design, Illustration, Industrial Design, Interior Architecture, Jewelry + Metalsmithing, Landscape Architecture, Painting, Photography, Printmaking, Sculpture, Teaching + Learning in Art + Design and Textiles. Work can be viewed digitally at risdgrad.show , beginning May 22.

The exhibition will be on view at the Rhode Island Convention Center in Halls C & D from May 23–June 1, 2024. The show is free and open to the public daily from 12–5 pm (10 am–3 pm on June 1, the day of RISD’s Commencement), with a public opening reception on May 22 from 6–8 pm.

RISD Grad Show 2024 invites viewers to experience an expansive range of exploratory work by emerging artists and designers. The work selected represents the culmination of each student’s experience in RISD’s dynamic and diverse graduate programs. As in years past, the 43,000-sf space will be custom-constructed, with more than 2,000 linear feet of walls forming a network of smaller galleries. The unique configuration of the large, flexible space provides remarkable opportunities for graduate students to show multiple pieces or large installations from final thesis projects representing two or three years of research, experimentation, critical thinking and production.

Graduate study at RISD brings together artists, designers and thinkers from around the world to research, experiment, create and push the possibilities of practice. About Rhode Island School of Design RISD (pronounced “RIZ-dee”) is a creative community founded in 1877 in Providence, Rhode Island. Today, we enroll 2,538 students hailing from 60 countries. Led by a committed faculty, they are engaged in 44 full-time bachelor’s and master’s degree programs and supported by a worldwide network of over 31,000 alumni who demonstrate the vital role artists and designers play in today’s society.

Beyond facts and figures, what is the spirit of this community? Through a cross-disciplinary curriculum of studio-based learning and rigorous study in the liberal arts, RISD students are encouraged to develop their own personal creative processes, but they are united by one guiding principle: in order to create, one must question. In cultivating expansive and elastic thinking, RISD seeks to activate a critical exchange that empowers artists, designers and scholars to generate and challenge the ideas that shape our world. RISD’s mission, at both the college and museum, is not only to educate students and the public in the creation and appreciation of works of art and design, but to transmit that knowledge and make global contributions. Visit risd.edu to learn more. Contact: Jaime Marland Senior Director, Public Relations / RISD [email protected] 401 427-6954

An official website of the United States Government

• Kreyòl ayisyen
• Search Toggle search Search Include Historical Content - Any - No Include Historical Content - Any - No Search
• Menu Toggle menu
• INFORMATION FOR…
• Individuals
• Business & Self Employed
• Charities and Nonprofits
• International Taxpayers
• Federal State and Local Governments
• Indian Tribal Governments
• Tax Exempt Bonds
• FILING FOR INDIVIDUALS
• How to File
• When to File
• Where to File
• Update Your Information
• Get Your Tax Record
• Apply for an Employer ID Number (EIN)
• Check Your Amended Return Status
• Get an Identity Protection PIN (IP PIN)
• File Your Taxes for Free
• Bank Account (Direct Pay)
• Payment Plan (Installment Agreement)
• Electronic Federal Tax Payment System (EFTPS)
• Your Online Account
• Tax Withholding Estimator
• Estimated Taxes
• Where's My Refund
• What to Expect
• Direct Deposit
• Reduced Refunds
• Amend Return

Credits & Deductions

• INFORMATION FOR...
• Businesses & Self-Employed
• Earned Income Credit (EITC)
• Child Tax Credit
• Clean Energy and Vehicle Credits
• Standard Deduction
• Retirement Plans

Forms & Instructions

• POPULAR FORMS & INSTRUCTIONS
• Form 1040 Instructions
• Form 4506-T
• POPULAR FOR TAX PROS
• Form 1040-X
• Circular 230

IRS final reminder: Time to claim $1 billion in tax refunds from 2020 expires May 17

More in news.

• Topics in the News
• News Releases for Frequently Asked Questions
• Multimedia Center
• Tax Relief in Disaster Situations
• Inflation Reduction Act
• Taxpayer First Act
• Tax Scams/Consumer Alerts
• The Tax Gap
• Fact Sheets
• IRS Tax Tips
• e-News Subscriptions
• IRS Guidance
• Media Contacts
• IRS Statements and Announcements

IR-2024-133, May 6, 2024

WASHINGTON ― The Internal Revenue Service today reminded the 1 million people who didn’t file their tax year 2020 returns they may be eligible for a refund if they file by the May 17 deadline.

The IRS estimates more than $1 billion in refunds remain unclaimed because people haven’t filed their 2020 tax returns yet. The state-by-state table below shows how many people are potentially eligible for these refunds, and the average median refund in each state.

There's no penalty for failure to file if a refund is due. However, a return claiming a refund must be filed within three years of its due date for a refund to be allowed. After the expiration of the three-year period, the refund statute generally prevents the issuance of a refund check and the application of any credits, including overpayments of estimated taxes or withholding amounts, to other tax years that are underpaid.

For 2020 tax returns, people have a little more time than usual to file their claim for refunds. Typically, the filing deadline to claim old refunds falls around the tax deadline of April 15. However, the 2020 filing deadline was pushed to May 17, due to COVID-19, making the three-year window deadline for 2020 unfiled returns May 17, 2024. The IRS issued Notice 2023-21 on Feb. 27, 2023, providing legal guidance on claims required by the postponed deadline.

Many people who didn’t file may be eligible for more

By missing out on filing a tax return, people stand to lose more than just their refund of taxes withheld or paid during 2020. The estimate does not include credits that non-filers may be eligible to receive. Credits include the Earned Income Tax Credit (EITC) , the Recovery Rebate Credit or other credits that may be applicable.

Many low- and moderate-income workers may be eligible for the Earned Income Tax Credit (EITC). For 2020, the EITC was worth as much as $6,660 for taxpayers with qualifying children. The EITC helps individuals and families whose incomes are below certain thresholds.

The IRS has previously reminded those who may be entitled to the COVID-era Recovery Rebate Credit in 2020 that time is running out to file a tax return and claim their money. The Recovery Rebate Credit is a refundable credit for individuals who did not receive one or more Economic Impact Payments, also known as stimulus payments, distributed in 2020 and 2021.

Plan to file? IRS offers options to get key documents

Gathering all the necessary documents and forms to file a return for 2020 may take some time. People should start as soon as possible to make sure they have enough time to file before the May 17 deadline for 2020 refunds. Here are some options:

• Request copies of key documents. Taxpayers who are missing Forms W-2, 1098, 1099 or 5498 for the years 2020, 2021 or 2022 can request copies from their employer, bank or other payers.  
• Use Get Transcript Online at IRS.gov. Taxpayers who have lost contact with their employer or other payers can order a free wage and income transcript at IRS.gov using the Get Transcript Online tool. For many taxpayers, this is by far the quickest and easiest option.  
• Request a transcript. Another option is for people to file Form 4506-T, Request for Transcript of Tax Return , with the IRS to request a “wage and income transcript.” A wage and income transcript shows data from information returns received by the IRS, such as Forms W-2, 1099, 1098, Form 5498 and IRA contribution information. Taxpayers can use the information from the transcript to file their tax return. But plan ahead – these written requests can take several weeks; people are strongly urged to try the other options first.  
• Current and prior years’ tax forms. Tax year 2020 Forms 1040 and 1040-SR and instructions are available on the IRS.gov Forms, instructions & publications page or by calling toll-free 800-TAX-FORM (800-829-3676).

Taxpayers who are unsure if they are required to file a return can visit Do I need to file a tax return? or refer to Publication 17, Your Federal Income Tax (For Individuals) .

Free help is available

For individuals who have not filed a federal income a tax return for 2020, the IRS offers tools and resources on IRS.gov. Free support includes the Interactive Tax Assistant (ITA) , information on What to do if you haven’t filed your return , and Frequently asked questions and answers (FAQs) .

Qualified taxpayers can also access free tax preparation assistance through the Volunteer Income Tax Assistance and the Tax Counseling for the Elderly programs . Use the VITA Locator Tool or call 800-906-9887 to locate the nearest VITA site.

The IRS also reassures taxpayers there is no penalty for claiming a refund on a late-filed tax return. Direct deposit is recommended as the quickest and simplest way to receive a tax refund.

State-by-state estimates of individuals who may be due 2020 income tax refunds

The IRS estimated the number of individuals in each state and the median potential refund a filer may be entitled to receive. The actual refund amount will vary based on a household’s tax situation.

* Excluding credits.

•  Facebook
•  Twitter
•  Linkedin

Spotify is currently not available in your country.

Follow us online to find out when we launch., spotify gives you instant access to millions of songs – from old favorites to the latest hits. just hit play to stream anything you like..

Listen everywhere

Spotify works on your computer, mobile, tablet and TV.

Unlimited, ad-free music

No ads. No interruptions. Just music.

Download music & listen offline

Keep playing, even when you don't have a connection.

Premium sounds better

Get ready for incredible sound quality.

• Tiếng Việt
• Documentation

Android Security Bulletin—May 2024

The Android Security Bulletin contains details of security vulnerabilities affecting Android devices. Security patch levels of 2024-05-05 or later address all of these issues. To learn how to check a device's security patch level, see Check and update your Android version .

Android partners are notified of all issues at least a month before publication. Source code patches for these issues have been released to the Android Open Source Project (AOSP) repository and linked from this bulletin. This bulletin also includes links to patches outside of AOSP.

The most severe of these issues is a critical security vulnerability in the System component that could lead to local escalation of privilege with no additional execution privileges needed. The severity assessment is based on the effect that exploiting the vulnerability would possibly have on an affected device, assuming the platform and service mitigations are turned off for development purposes or if successfully bypassed.

Refer to the Android and Google Play Protect mitigations section for details on the Android security platform protections and Google Play Protect, which improve the security of the Android platform.

Android and Google service mitigations

This is a summary of the mitigations provided by the Android security platform and service protections such as Google Play Protect . These capabilities reduce the likelihood that security vulnerabilities could be successfully exploited on Android.

• Exploitation for many issues on Android is made more difficult by enhancements in newer versions of the Android platform. We encourage all users to update to the latest version of Android where possible.
• The Android security team actively monitors for abuse through Google Play Protect and warns users about Potentially Harmful Applications . Google Play Protect is enabled by default on devices with Google Mobile Services , and is especially important for users who install apps from outside of Google Play.

2024-05-01 security patch level vulnerability details

In the sections below, we provide details for each of the security vulnerabilities that apply to the 2024-05-01 patch level. Vulnerabilities are grouped under the component they affect. Issues are described in the tables below and include CVE ID, associated references, type of vulnerability , severity , and updated AOSP versions (where applicable). When available, we link the public change that addressed the issue to the bug ID, like the AOSP change list. When multiple changes relate to a single bug, additional references are linked to numbers following the bug ID. Devices with Android 10 and later may receive security updates as well as Google Play system updates .

The most severe vulnerability in this section could lead to local escalation of privilege with no additional execution privileges needed.

Google Play system updates

The following issues are included in Project Mainline components.

2024-05-05 security patch level vulnerability details

In the sections below, we provide details for each of the security vulnerabilities that apply to the 2024-05-05 patch level. Vulnerabilities are grouped under the component they affect. Issues are described in the tables below and include CVE ID, associated references, type of vulnerability , severity , and updated AOSP versions (where applicable). When available, we link the public change that addressed the issue to the bug ID, like the AOSP change list. When multiple changes relate to a single bug, additional references are linked to numbers following the bug ID.

The vulnerability in this section could lead to local escalation of privilege in the kernel with no additional execution privileges needed.

The following kernel versions have been updated. Kernel version updates are dependent on the version of Android OS at the time of device launch.

Arm components

These vulnerabilities affect Arm components and further details are available directly from Arm. The severity assessment of these issues is provided directly by Arm.

MediaTek components

These vulnerabilities affect MediaTek components and further details are available directly from MediaTek. The severity assessment of these issues is provided directly by MediaTek.

Qualcomm components

These vulnerabilities affect Qualcomm components and are described in further detail in the appropriate Qualcomm security bulletin or security alert. The severity assessment of these issues is provided directly by Qualcomm.

Qualcomm closed-source components

These vulnerabilities affect Qualcomm closed-source components and are described in further detail in the appropriate Qualcomm security bulletin or security alert. The severity assessment of these issues is provided directly by Qualcomm.

Common questions and answers

This section answers common questions that may occur after reading this bulletin.

1. How do I determine if my device is updated to address these issues?

To learn how to check a device's security patch level, see Check and update your Android version .

• Security patch levels of 2024-05-01 or later address all issues associated with the 2024-05-01 security patch level.
• Security patch levels of 2024-05-05 or later address all issues associated with the 2024-05-05 security patch level and all previous patch levels.

Device manufacturers that include these updates should set the patch string level to:

• [ro.build.version.security_patch]:[2024-05-01]
• [ro.build.version.security_patch]:[2024-05-05]

For some devices on Android 10 or later, the Google Play system update will have a date string that matches the 2024-05-01 security patch level. Please see this article for more details on how to install security updates.

2. Why does this bulletin have two security patch levels?

This bulletin has two security patch levels so that Android partners have the flexibility to fix a subset of vulnerabilities that are similar across all Android devices more quickly. Android partners are encouraged to fix all issues in this bulletin and use the latest security patch level.

• Devices that use the 2024-05-01 security patch level must include all issues associated with that security patch level, as well as fixes for all issues reported in previous security bulletins.
• Devices that use the security patch level of 2024-05-05 or newer must include all applicable patches in this (and previous) security bulletins.

Partners are encouraged to bundle the fixes for all issues they are addressing in a single update.

3. What do the entries in the Type column mean?

Entries in the Type column of the vulnerability details table reference the classification of the security vulnerability.

4. What do the entries in the References column mean?

Entries under the References column of the vulnerability details table may contain a prefix identifying the organization to which the reference value belongs.

5. What does an * next to the Android bug ID in the References column mean?

Issues that are not publicly available have an * next to the corresponding reference ID. The update for that issue is generally contained in the latest binary drivers for Pixel devices available from the Google Developer site .

6. Why are security vulnerabilities split between this bulletin and device/partner security bulletins, such as the Pixel bulletin?

Security vulnerabilities that are documented in this security bulletin are required to declare the latest security patch level on Android devices. Additional security vulnerabilities that are documented in the device/partner security bulletins are not required for declaring a security patch level. Android device and chipset manufacturers may also publish security vulnerability details specific to their products, such as Google , Huawei , LGE , Motorola , Nokia , or Samsung .

Content and code samples on this page are subject to the licenses described in the Content License . Java and OpenJDK are trademarks or registered trademarks of Oracle and/or its affiliates.

Last updated 2024-05-06 UTC.

Ex-faculty member apologizes for plagiarizing student’s thesis

A former faculty member published a formal apology letter on Facebook for plagiarizing her advisee’s thesis.

The letter, which was published in the Department of English Language and Literature of USM’s Facebook page, wrote: “I am Riceli C. Mendoza, a former faculty member of the Department of English Language and Literature, University of Southern Mindanao, Kabacan, Cotabato.”

“My sincere apology to Jemima M. Atok, AB English graduate and my advisee, for the emotional pain that I have caused you and your family,” Mendoza wrote.

“I am very sorry to publish your thesis in my name. I am truly sorry that I failed to recognize you as the author and the owner of the published paper/article. Instead, I claimed it as my own,” she added in the letter.

Mendoza said that she honestly acknowledged her fault and gave reassurance that it would not happen again.

Meanwhile, the Department of English Language and Literature of USM released an official statement, stating that their department had “no knowledge of the matter until a complaint was filed.”

Moreover, posting the apology letter was the complainant’s pre-condition to desist, to which Mendoza agreed.

The Department of English Language and Literature of USM urges the public to stop formulating their own stories as the complainant and the respondent already reached a mutually acceptable settlement.

Camille Quirino

Related articles.

Retire rich, not broke: Founder of Loud and Proud Tatak Pinoy delivers EdTalk

Real estate experts debunk common misconceptions OFWs have on real estate investment

Filipinas in Dubai share their their success stories to fellow OFWs at the 10th PPIE

Hotel101 Global Sales Head shares passive income opportunities for OFWs

Privacy overview.