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英国硕士毕业论文模板大汇总

日期:2020年(nian)03月08日 编辑:ad200904242025371901 作者:s11竞猜平台 点击次数:3418
论文价格:免费 论文编号:lw202002292057013510 论文字数:4666 所(suo)属栏目:留学生毕业论文(wen)
论文地区:其他 论文语种:中文 论(lun)文用途:论(lun)文写作指导 Instruction

对于即将完(wan)成(cheng)英国(guo)(guo)硕(shuo)(shuo)士学(xue)业(ye)(ye)(ye)的(de)(de)留学(xue)生们(men)来说,完(wan)成(cheng)学(xue)业(ye)(ye)(ye)带着所(suo)学(xue)知识(shi)和较高的(de)(de)国(guo)(guo)外学(xue)历资质,找一(yi)个理想(xiang)的(de)(de)企业(ye)(ye)(ye)平台发(fa)挥自身优势开展新一(yi)段的(de)(de)职(zhi)业(ye)(ye)(ye)生涯(ya),这是(shi)很令(ling)人兴奋的(de)(de)事情(qing)。在(zai)此之(zhi)前,同学(xue)们(men)平常(chang)也做(zuo)了(le)好多老(lao)师(shi)布置的(de)(de)各项(xiang)作业(ye)(ye)(ye)和论(lun)(lun)文(wen)(wen),在(zai)最后阶段还(hai)要(yao)完(wan)成(cheng)一(yi)项(xiang)必须要(yao)完(wan)成(cheng)、也直接影响(xiang)到硕(shuo)(shuo)士学(xue)业(ye)(ye)(ye)成(cheng)绩考核的(de)(de)重(zhong)要(yao)论(lun)(lun)文(wen)(wen)——那就是(shi)英国(guo)(guo)硕(shuo)(shuo)士毕业(ye)(ye)(ye)论(lun)(lun)文(wen)(wen)。毕业(ye)(ye)(ye)论(lun)(lun)文(wen)(wen)和以(yi)往(wang)日常(chang)的(de)(de)论(lun)(lun)文(wen)(wen)作业(ye)(ye)(ye)还(hai)是(shi)有(you)(you)不同之(zhi)处(chu)的(de)(de),对于怎么写(xie)好这种(zhong)论(lun)(lun)文(wen)(wen),有(you)(you)没有(you)(you)什么案(an)例和模板可以(yi)参照,很多同学(xue)特别是(shi)基础(chu)弱(ruo)一(yi)些的(de)(de)同学(xue)心里(li)多会发(fa)怵。


其实毕业(ye)论(lun)文(wen)(wen)虽然形式(shi)上可(ke)能有(you)(you)差异,但和其他作(zuo)业(ye)论(lun)文(wen)(wen)一样,都有(you)(you)固有(you)(you)的(de)模板(ban)模式(shi),核(he)心(xin)都是(shi)考(kao)核(he)你对(dui)以往(wang)(wang)所(suo)学的(de)总结并能提成(cheng)(cheng)自己的(de)逻(luo)辑(ji)分析和观(guan)点,这些都可(ke)以从以往(wang)(wang)的(de)作(zuo)业(ye)论(lun)文(wen)(wen)进行(xing)参(can)考(kao)归纳(na),所(suo)以首先(xian)从心(xin)里(li)上我(wo)们(men)就不能畏惧,只(zhi)要(yao)提前做足功课、符合规范,最好再(zai)多参(can)考(kao)一些成(cheng)(cheng)功模板(ban),相信大家(jia)都可(ke)以完成(cheng)(cheng)英国硕士的(de)毕业(ye)论(lun)文(wen)(wen)。


为(wei)了(le)大家在毕(bi)业(ye)论文上有丰(feng)富的(de)参考资料(liao),我们(men)也准备了(le)精华的(de)模(mo)板汇总,希望可(ke)以帮(bang)助到英(ying)国的(de)硕士生朋(peng)友(you)们(men):

 英国硕士毕业论文模板

一、章节(jie)

所有毕业论文(wen)分以(yi)上7个(ge)大部分 其中Introduction, Literature Review, Methodology, Data findings and analysis, Conclusion and Recommendation是必要的.


二、字数

1、通(tong)常Introduction和Conclusion部分占总字数的(de)25%

2、Literature Review占35%

3、Methodology占15%

4、Data findings and analysis占25%.


三、内(nei)容

1、Introduction: 主要包括preface, Research question and why, Research objectives, Outlinethe structure of this dissertation

2、Background: 主要(yao)是写(xie)调查报告的一个背(bei)景分(fen)析, 例如假如论题为中国奢侈品(pin)消费市场(chang), 可以(yi)分(fen)析中国的经(jing)济(ji), 地域(yu), 人口, 环境等周边的背(bei)景分(fen)析.

3、Literature Review: 是指论题的相关资料文献描述(shu), 并加入自己观点和理解. 这部分需(xu)要很(hen)大的阅读量(liang)和观点的支持.

4、Methodology:描述调查的一些研(yan)(yan)究问题, 选(xuan)择何种研(yan)(yan)究方(fang)式, 并说明为(wei)何自己(ji)要用这种方(fang)式进行学术的研(yan)(yan)讨.

5、Data findings and analysis: 这分两(liang)个(ge)部分.a. findings: 就是如市场问卷 对(dui)于得到(dao)的结果的总(zong)结, 描述和汇总(zong). b. analysis: 主要是对(dui)得到(dao)数据结果添加(jia)自己的理(li)解(jie)和分析.

6、Conclusion and Recommendation:结尾是对(dui)文章的(de)总的(de)汇总. 通常比较注(zhu)重建议和(he)改进(jin). 比如说有哪些是不对(dui)的(de) 有哪里需要改进(jin)和(he)更(geng)新的(de).


四、其他:


1、文章中不(bu)用I, You等第一和(he)第二人称

2、不(bu)能抄袭, 也不(bu)能不(bu)写引用, 国外有非(fei)常先进(jin)的(de)软件哪怕(pa)是 书内(nei)的(de), 网上(shang)的(de), 还是之前写过的(de), 都会输入(ru)到欧美高级教育中心的(de)数据库(ku)中, 一(yi)旦抄袭后(hou)果非(fei)常严重.


注意事项(xiang):

1、国外非常讨(tao)厌(yan)网页上的引(yin)用. 所(suo)以尽量少(shao)用。

2、文(wen)(wen)章内所有(you)引用, 在文(wen)(wen)内都需(xu)要用(姓名, 出版年份) 标注. 这个非(fei)常重要. 否则就(jiu)是抄袭。 

3、一(yi)般国外的(de)(de)老师喜欢图文并貌, 章节多一(yi)点(dian)分(fen)的(de)(de)细一(yi)点(dian). 所以适当的(de)(de)在以上格式中分(fen)类或者细化(hua)会让文章更好。

4、在国外平(ping)均(jun)每(mei)5000字(zi)(zi)需要30本书(shu)的(de)(de)(de)原理支(zhi)持, 15000字(zi)(zi)以上就是100本以上的(de)(de)(de)书(shu)。当然看的(de)(de)(de)书(shu)越多(duo)对于文章的(de)(de)(de)质量(liang)就越高. Reference 不(bu)能(neng)引(yin)用太多(duo), 最多(duo)一句(ju)(ju)二句(ju)(ju)。通常比(bi)例(li)不(bu)超过总字(zi)(zi)数的(de)(de)(de)30%。

5、有很(hen)(hen)多同学(xue)(xue)(xue)苦(ku)于(yu)不知道去哪里查找查考资料(liao)。学(xue)(xue)(xue)校的图书(shu)馆(guan)是(shi)一(yi)(yi)个很(hen)(hen)好的资源。可(ke)以借到很(hen)(hen)多专(zhuan)业书(shu)籍(ji)。还有很(hen)(hen)重要(yao)的一(yi)(yi)点,就是(shi)电(dian)子(zi)(zi)图书(shu)馆(guan)。一(yi)(yi)般(ban)学(xue)(xue)(xue)校都会购买很(hen)(hen)多杂志的电(dian)子(zi)(zi)期刊,从电(dian)子(zi)(zi)图书(shu)馆(guan)里可(ke)以下(xia)载到很(hen)(hen)多的免费paper。另外对学(xue)(xue)(xue)理工科的同学(xue)(xue)(xue),IEEE、web of science和Google Scholar都是(shi)很(hen)(hen)好的下(xia)载论(lun)文的,但(dan)必须(xu)要(yao)用学(xue)(xue)(xue)校的网(wang)络。


大(da)家可参考以(yi)上模板,看下面(mian)一篇精彩的英国(guo)硕士(shi)毕业论文:


Reflections on Work Groups and Teams


Abstract


This paper takes a reflective look at my key learning throughout the course and proposes action steps for me to implement the teaching into my daily life.  In the first section, I summarized my three main learning from the semester: reflection and critical thinking, national cultural dimensions, and team effectiveness (Levi, 2016).  Firstly, I explored the intertwined relationship between reflection and critical thinking.  In addition, I examined my organizational culture at my workplace and practice of public reflection in the office.  Then I compared Hofstede’s (2001) national dimensions between countries, especially the different conflict resolution approaches and the two cultures’ views on leadership personality traits.  I further connected and compared my two group experiences through the lens of team assessment.  I also drew support from my work team experiences to further examine the concept of team effectiveness.  In conclusion, the paper provides action steps to help me apply my learning, both at work and in the OLL cohort setting.


Keywords: reflection, critical thinking, national cultural dimensions, team effectiveness


Reflections on Work Groups and Teams


For people with a teachable spirit, learning and applying the newly obtained knowledge has always been an ongoing process.   The primary objective of the paper is to take the first steps of the journey to evaluate my key learning from this semester.  By starting with an in-depth look at the power of reflection and critical thinking, this paper walks through three concepts that impacted me the most from the course.  This paper further discusses practical approaches I could take to implement the learning into my everyday life.


Learning Highlights


Reflection and Critical Thinking


As one of the first theories we discussed, the ideas of reflection and critical thinking served as the learning foundation throughout the course.  Before I joined the Organizational Leadership and Learning (OLL) program, I proudly called myself a reflective person.  Back then, I viewed reflection as simply rumination and self-introspection.  After all the reflective exercises we di

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