While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.  

Broad thesis (arguable, but difficult to support with evidence) 

Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.

This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.  

Arguable thesis with analytical claim 

While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.

This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.  

Arguable thesis with normative claim 

Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.

This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.  

Questions to ask about your thesis 

  • Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?  
  • Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?  
  • Is the thesis complex enough to require a whole essay's worth of argument?  
  • Is the thesis supportable with evidence from the text rather than with generalizations or outside research?  
  • Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
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The Ultimate Guide to Getting Your Thesis Published in a Journal

The Ultimate Guide to Getting Your Thesis Published in a Journal

7-minute read

  • 25th February 2023

Writing your thesis and getting it published are huge accomplishments. However, publishing your thesis in an academic journal is another journey for scholars. Beyond how much hard work, time, and research you invest, having your findings published in a scholarly journal is vital for your reputation as a scholar and also advances research findings within your field.

This guide will walk you through how to make sure your thesis is ready for publication in a journal. We’ll go over how to prepare for pre-publication, how to submit your research, and what to do after acceptance.

Pre-Publication Preparations

Understanding the publishing process.

Ideally, you have already considered what type of publication outlet you want your thesis research to appear in. If not, it’s best to do this so you can tailor your writing and overall presentation to fit that publication outlet’s expectations. When selecting an outlet for your research, consider the following:

●  How well will my research fit the journal?

●  Are the reputation and quality of this journal high?

●  Who is this journal’s readership/audience?

●  How long does it take the journal to respond to a submission?

●  What’s the journal’s rejection rate?

Once you finish writing, revising, editing, and proofreading your work (which can take months or years), expect the publication process to be an additional three months or so.

Revising Your Thesis

Your thesis will need to be thoroughly revised, reworked, reorganized, and edited before a journal will accept it. Journals have specific requirements for all submissions, so read everything on a journal’s submission requirements page before you submit. Make a checklist of all the requirements to be sure you don’t overlook anything. Failing to meet the submission requirements could result in your paper being rejected.

Areas for Improvement

No doubt, the biggest challenge academics face in this journey is reducing the word count of their thesis to meet journal publication requirements. Remember that the average thesis is between 60,000 and 80,000 words, not including footnotes, appendices, and references. On the other hand, the average academic journal article is 4,000 to 7,000 words. Reducing the number of words this much may seem impossible when you are staring at the year or more of research your thesis required, but remember, many have done this before, and many will do it again. You can do it too. Be patient with the process.

Additional areas of improvement include>

·   having to reorganize your thesis to meet the section requirements of the journal you submit to ( abstract, intro , methods, results, and discussion).

·   Possibly changing your reference system to match the journal requirements or reducing the number of references.

·   Reformatting tables and figures.

·   Going through an extensive editing process to make sure everything is in place and ready.

Identifying Potential Publishers

Many options exist for publishing your academic research in a journal. However, along with the many credible and legitimate publishers available online, just as many predatory publishers are out there looking to take advantage of academics. Be sure to always check unfamiliar publishers’ credentials before commencing the process. If in doubt, ask your mentor or peer whether they think the publisher is legitimate, or you can use Think. Check. Submit .

If you need help identifying which journals your research is best suited to, there are many tools to help. Here’s a short list:

○  Elsevier JournalFinder

○  EndNote Matcher

○  Journal/Author Name Estimator (JANE)

○  Publish & Flourish Open Access

·   The topics the journal publishes and whether your research will be a good fit.

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·   The journal’s audience (whom you want to read your research).

·   The types of articles the journal publishes (e.g., reviews, case studies).

·   Your personal requirements (e.g., whether you’re willing to wait a long time to see your research published).

Submitting Your Thesis

Now that you have thoroughly prepared, it’s time to submit your thesis for publication. This can also be a long process, depending on peer review feedback.

Preparing Your Submission

Many publishers require you to write and submit a cover letter along with your research. The cover letter is your sales pitch to the journal’s editor. In the letter, you should not only introduce your work but also emphasize why it’s new, important, and worth the journal’s time to publish. Be sure to check the journal’s website to see whether submission requires you to include specific information in your cover letter, such as a list of reviewers.

Whenever you submit your thesis for publication in a journal article, it should be in its “final form” – that is, completely ready for publication. Do not submit your thesis if it has not been thoroughly edited, formatted, and proofread. Specifically, check that you’ve met all the journal-specific requirements to avoid rejection.

Navigating the Peer Review Process

Once you submit your thesis to the journal, it will undergo the peer review process. This process may vary among journals, but in general, peer reviews all address the same points. Once submitted, your paper will go through the relevant editors and offices at the journal, then one or more scholars will peer-review it. They will submit their reviews to the journal, which will use the information in its final decision (to accept or reject your submission).

While many academics wait for an acceptance letter that says “no revisions necessary,” this verdict does not appear very often. Instead, the publisher will likely give you a list of necessary revisions based on peer review feedback (these revisions could be major, minor, or a combination of the two). The purpose of the feedback is to verify and strengthen your research. When you respond to the feedback, keep these tips in mind:

●  Always be respectful and polite in your responses, even if you disagree.

●  If you do disagree, be prepared to provide supporting evidence.

●  Respond to all the comments, questions, and feedback in a clear and organized manner.

●  Make sure you have sufficient time to make any changes (e.g., whether you will need to conduct additional experiments).

After Publication

Once the journal accepts your article officially, with no further revisions needed, take a moment to enjoy the fruits of your hard work. After all, having your work appear in a distinguished journal is not an easy feat. Once you’ve finished celebrating, it’s time to promote your work. Here’s how you can do that:

●  Connect with other experts online (like their posts, follow them, and comment on their work).

●  Email your academic mentors.

●  Share your article on social media so others in your field may see your work.

●  Add the article to your LinkedIn publications.

●  Respond to any comments with a “Thank you.”

Getting your thesis research published in a journal is a long process that goes from reworking your thesis to promoting your article online. Be sure you take your time in the pre-publication process so you don’t have to make lots of revisions. You can do this by thoroughly revising, editing, formatting, and proofreading your article.

During this process, make sure you and your co-authors (if any) are going over one another’s work and having outsiders read it to make sure no comma is out of place.

What are the benefits of getting your thesis published?

Having your thesis published builds your reputation as a scholar in your field. It also means you are contributing to the body of work in your field by promoting research and communication with other scholars.

How long does it typically take to get a thesis published?

Once you have finished writing, revising, editing, formatting, and proofreading your thesis – processes that can add up to months or years of work – publication can take around three months. The exact length of time will depend on the journal you submit your work to and the peer review feedback timeline.

How can I ensure the quality of my thesis when attempting to get it published?

If you want to make sure your thesis is of the highest quality, consider having professionals proofread it before submission (some journals even require submissions to be professionally proofread). Proofed has helped thousands of researchers proofread their theses. Check out our free trial today.

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Writing a senior thesis: is it worth it.


Before coming to Yale, I thought a thesis was the main argument of a paper. I quickly learned that an undergraduate thesis is about fifty times harder and fifty pages longer than any thesis arguments I wrote in high school. At Yale, every senior has some sort of senior requirement, but thesis projects vary by department. Some departments require students to do a semester-long project, where you write a longer paper (25-35 pages) or expand, through writing, the research you’ve been working on (mostly applies to STEM majors). In some departments you can take two senior seminars and complete a longer project at the end of the semester. And other departments have an option to complete a year-long thesis: you spend your senior year (and in some cases your junior year), intensely researching and writing about a topic you choose or create yourself.

Both my departments––English and Ethnicity, Race, and Migration––offer all three of these options, and each student decides what they think is best for them. As a double major, I had the additional option to write an even longer thesis combining both my majors, but that seemed like way too much work––especially since I would have to take two senior thesis classes at the same time. Instead, I chose a year-long thesis for ER&M that combined my literary interests with various theoretical frameworks and the two senior seminars for English. This spring I’m taking my second seminar. Really, I chose the option to torture myself for a whole year, the end result being a minimum of 50 pages of innovative thinking and writing. I wanted to rise to the challenge, proving to myself I could do it. But there also seemed to be the pressure of “this is what everyone in the major does,” and a “thesis is proof that you actually learned.” Although these sentiments influenced my decision to complete a thesis, I know a long research paper does not validate my education or work as a scholar the last four years. It is not the end all be all.

My senior thesis focuses on Caribbean literature - specifically, two novels written by Caribbean women that really look at what it means to come from an immigrant family, to move, and to find yourself in completely new spaces. These experiences are all too relatable to my own life as a second-generation woman of color with immigrant parents enrolled at Yale. In my writing, I focus on how these women make sense of “home” (a very broad and complicated topic, I know), and what their stories tell us about the diasporic experience in general. The project is very personal to me, and I chose it because I wanted to understand my family’s history and their task in making “home” in the U.S., whatever that means. But because it’s so personal, it’s also been really difficult. I’ve experienced a lot of writer’s block or often felt unmotivated and judgmental towards my work. I’ve realized how difficult it is to devote your time and energy to such a long process––not only is it research heavy, but you have to write and rewrite drafts, constantly adjusting to make sure you’re being as clear as possible. Really, writing a thesis is like writing a portion of a book. And that’s crazy! You’re writing two or three whole chapters of academic work as an undergraduate student.

The process is definitely not for everyone, and I’ve certainly thought “Why did I want to do this again?” But what’s really kept me going is the support from my advisors and friends. The ER&M department faculty does an amazing job of providing us mentorship, revisions, and support throughout the process; my advisor has served as my editor but also the person who reminds me most that this work is important, as I often forget that. It also helps to have many friends and people in the major also writing their theses. I’ve found different spaces to just have a thesis study hall or working time, with other people also struggling through. Recently, I submitted my first full draft (note: it was kind of unfinished but it’s okay because it’s a draft!), and it was crazy to think that I wrote 50+ pages, most of which are just my own original thoughts and analysis on two books that have almost no scholarship written about them. It was a relief for sure. This week I will be taking a full break from it, but it reminded me of why I began this journey. It reminded me of all the people who’ve supported me along the way, and how I really couldn’t have done it without them. And now, I’m really looking forward to how good it will feel to turn in my fully written thesis mid-April. I’ve realized that this project shouldn’t be about making it good for Yale’s standard, but for myself, for my family, and for the people who believe in this work as much as I do.

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The Writing Center • University of North Carolina at Chapel Hill

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.


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

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The LaSallian

On DLSU students’ expenses on theses and projects

  • Post author By Mikhaela Felix , Josemaria Rustia
  • Post date May 2, 2017
  • No Comments on On DLSU students’ expenses on theses and projects

Beyond the tuition fee and miscellaneous fees that come with enrollment, students usually incur a variety of financial costs in the fulfillment of academic requirements. Many expenses are expected parts of the educational process, whether involving buying a textbook or paying for the printing costs of a short paper.

However, certain instances inherently incur much larger costs. For an output like thesis, certain groups of students may incur large costs from printing alone, in addition to the other expenses related to the research process itself. Likewise, class projects, group reports, and excursions are among some of the academic activities that students engage in which sometimes tend to incur large costs in the process.

As a research-oriented University, DLSU currently aids its students mainly through its faculty members and free access to academic literature in the library’s physical and online facilities. Nonetheless, a large bulk of research-related costs remain shouldered by students.

Theses and printing among top costs

In an informal survey conducted by The Lasallian, 36 DLSU students share their experiences with costs they incurred in the fulfillment of academic requirements.

Most respondents cited thesis as the output where they incurred the most financial cost in a single instance. Approximately 77.78 percent of respondents (28 respondents) identified thesis, 8.33 percent (three respondents) cited excursions, 5.56 percent (two respondents) cited research papers, 5.56 percent (two respondents) for simulations and talk shows, and 2.78 percent (one respondent) for group projects and presentations. Other options which were not chosen at all include video presentations and “others.”

Respondents also indicated the largest amount they have had to pay for a single project of the abovementioned types. Most respondents cited a range of P4000 and above, followed by a range of P1000 to P2000. Specifically, 16 respondents cited P4000 and above, two stated a range of P3000 to P4000, two said P2000 to P3000, 11 cited P1000 to P2000, and five cited less than P1000.

Some of the respondents cited experiences in relation to the costs of fulfilling theses. Chris* revealed that in the College of Science, particularly in the Biology program, thesis costs totaled to more than P30,000.  Likewise, two respondents shared that students in Communication Arts incur a lot of costs in the fulfillment of thesis, particularly due to the equipment-related and logistical expenses associated with production.

In relation to these costs, almost all respondents shared that printing and data gathering constituted the bulk of their spending costs in the fulfillment of theses, papers, and class projects. In a checklist type question, 32 respondents cited “printing, binding, paper, etc.,” 17 cited “data gathering, analysis,” and 14 cited “transportation” costs. Meanwhile, 11 respondents pointed out venue and laboratory costs, five cited prizes for participants, and five cited costs for literature acquisition. Seven respondents also identified other costs, including “apparatus construction,” “bazaars,” “materials or components for projects (engineering prototypes),” and “statistical fee.”

To subsidize or not?

The thesis is a requirement in almost all courses in DLSU, and ultimately serves as the final major output of a student before he or she can graduate from the University. It entails extensive research, as well as logistical issues depending on the nature of the study involved. However, most, if not all, costs incurred in the process are shouldered by the students themselves, despite the thesis being a University requirement for most courses.

When asked whether the University should subsidize theses for students, approximately 81 percent of respondents (29 respondents) answered in favor of such, while about 19 percent (7 respondents) answered against it.

In favor of thesis subsidization by the University, respondents brought up the large expenses currently incurred by students in doing thesis, the financial situation of scholars and students from low-income families, the duty of the school to support its students, the academic value of supporting quality work, and the high tuition fee already collected by the school.

“DLSU is known to be a research-oriented community. Knowing this, it is only fair that the school supports its students to make the best of their work, especially if it has a potential to make changes in society,” says Martin*.

On the other hand, Claire*, a Communication Arts student, shares that their theses are usually funded 100 percent by themselves and their families. “It would be nice if we could be reimbursed or at least be supported financially because majority of the Communication Arts theses are good enough to be sent to film festivals and photo competitions, which would earn back the money and of course prestige for the University as well.”

On the other hand, students against the idea mainly cited that the University has no say over the topics that students choose, and that students should be left to decide how they will manage their finances.

Patrick* believes it is up to the students to decide how they will manage their expenses and resources for the completion of projects. “What DLSU can do is to ensure that the academic requirements are feasibly affordable and necessary for the students’ quality education. It’s more of the how worth it a requirement is for the students,” he adds.

Meanwhile, Katrina* shares that DLSU should not provide financial support for a student’s thesis because the University has no formal control over a student’s specific research topic of interest. “[Moreover], the source of the financial support may also affect students’ tuition and fees in the future should the University provide financial support,” she conveys.

In the long run, financial costs as a college student are inevitable, but as shown by several students it may further entail excessive amounts which they are unable to readily spend for. As such, one possible alternative is for the University to be able to provide financial programs specifically for the subsidization of theses and class projects.

Names with asterisks (*) are pseudonyms.

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by Bastis Consultores | Jan 24, 2019 | Thesis Development | 1 comment

Dietary Habits in the Learning Process

The first question that comes to mind of the person requesting the thesis development services is “How much does a thesis cost?”

Many beginners make mistakes when it comes to cost assessment and this is the reason why thousands are scammed every year. There are essential tips that all students should know about paying for online writing services. These tips revolve around the strategies professional dissertation writers employ to arrive at a standard cost for the services they offer. All of them are available on the web, but you always have to make sure that the site you want to look for writing help on is authentic.

For this, how can one know exactly how much one would pay for academic paper writing services? Well, in order to get closer to the best advice, take a closer look at this site for some incisive details. This post also takes you through some helpful tips to keep in mind before you can get started, so keep reading for the details.

To ask for advice on this, you can contact our online chat operators directly.

Also write us directly to WhatsApp or to the Messenger of online-tesis.com.

In addition, you have the option to fill out the quote form for your thesis on the Online Thesis home page.

Why should I know how much a thesis costs?

Many times, the people requesting the service are employed with hours that exceed eight hours of work a day.

When considering a hypothetical case, if an undergraduate thesis were taken 3 months to be elaborated full time, the researcher would require 720 hours of production, dedicating 8 hours a day for 90 full days.

And where is the time for work?

It is the question that the thesis experts who have a job ask themselves.

The same goes for business owners.

In any case they must devote most of their weekly work hours to work.

Likewise, the people who are working fail to obtain permits in their jobs to write their thesis.

That happens because some sectors of the economy don’t give priority to the training of their workers.

Other professionals, on the other hand, enjoy work permits that do allow them to complete their thesis work; This is the case of university professors in many parts of the world.

That is why people come to hire the services of writing a thesis that allow them to continue working, especially if their employment is full-time.

How do you know how much a thesis costs?

The price of a thesis is established based on the area of knowledge, the level of academic studies that belongs to (degree, masters or doctorate), among other variables. Some of them are:

Higher Education Level

The most important variable when calculating the price of a thesis is the academic degree to which the investigation is conducted.

That means that if the thesis leads to the obtaining of the doctor’s degree, it has a higher price than a thesis prepared to achieve an academic degree.

That is why the thesis of undergraduate studies is cheaper than postgraduate.

The postgraduate studies include both masters and doctoral degrees.

However, the high academic level of a doctoral thesis exceeds that of a master’s thesis.

In that case, the doctoral thesis will have a higher price.

Methodology of a thesis

The methodology of a thesis is one of the variables that can mark differences between thesis of the same academic level.

If the research methods for a thesis lead to complex mathematical and statistical operations, it can impact the price of a thesis.

If, otherwise, a purely documentary method is proposed, the price may be lower, provided that the sources are easily accessible.

However, the methodology of a thesis depends on the following elements: theme, problem posed, paradigm from which the research process starts, thesis objectives, among others.

Knowledge area

The area of knowledge is one of the factors that influences the value of a thesis.

The scientific branch of undergraduate work involves the development of certain methodological processes.

The methodology of a thesis may have greater or lesser degrees of complexity, depending on the area of study.

However, this is a less decisive variable than the academic degree you want to obtain.

In addition, this variable depends on the thesis approach and the methodology.

It’s possible to consider a research work in any area of knowledge that has a sufficient balance to be a quality work, whose elaboration complexity leads to establishing a more affordable price for any student.

Number of pages of a thesis

The number of pages is an indicator to establish the price of an academic work.

This is one of the references that our specialists take to develop a quality project at the level of the requirements of your university.

Also, it’s one of the parameters to be taken into account by some universities or higher education study centers.

Some regulations establish a certain number of pages for work that leads to obtaining an academic degree.

Additionally,some institutions indicate a maximum number of lengths for their thesis.

Thus, the limit on the number of pages is a fact that you must take into account.

Therefore, you must always delve into the regulations of your institution to know what is the minimum and maximum number of pages established for the type of work you want to quote on online-tesis.com

Do they only elaborate thesis in online-tesis.com?

We develop academic works such as thesis projects, dissertations, preliminary projects, thesis, monographs, academic essays and all kinds of related research. Therefore, in your application you must specify what type of work you want.

For example, essays and monographs are common to pass university subjects.

In addition to conducting full investigations, we also do the documents prior to an investigation.

Each university has its own way of calling them (thesis projects, for example): they are preliminary academic documents to the final investigation where it’s proposed what will be investigated.

Once the preliminary document has been approved by an evaluation committee, the student can develop his research work.

How to find out how much does a thesis cost at online-tesis.com?

To request the price of an undergraduate, master’s or doctoral thesis at online-tesis.com you just have to write to us in the direct chat window.

In a few minutes one of our specialists will be in touch with you.

You can also make any query through our direct channels on WhatsApp or Messenger.

Through them, our specialists will answer your doubts and questions shortly.

We invite you tofill out the quotation form , where we will request information such as the student’s country, the university for which the academic work will be prepared, the career of origin, what type of research, the length and the proposed delivery times.

With this information we can answer your question “How much does a thesis cost?” Or give you a budget for any academic work.

How much does a thesis cost?

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The Savvy Scientist

The Savvy Scientist

Experiences of a London PhD student and beyond

Thesis Title: Examples and Suggestions from a PhD Grad

Graphic of a researcher writing, perhaps a thesis title

When you’re faced with writing up a thesis, choosing a title can often fall to the bottom of the priority list. After all, it’s only a few words. How hard can it be?!

In the grand scheme of things I agree that picking your thesis title shouldn’t warrant that much thought, however my own choice is one of the few regrets I have from my PhD . I therefore think there is value in spending some time considering the options available.

In this post I’ll guide you through how to write your own thesis title and share real-world examples. Although my focus is on the PhD thesis, I’ve also included plenty of thesis title examples for bachelor’s and master’s research projects too.

Hopefully by the end of the post you’ll feel ready to start crafting your own!

Why your thesis title is at least somewhat important

It sounds obvious but your thesis title is the first, and often only, interaction people will have with your thesis. For instance, hiring managers for jobs that you may wish to apply for in the future. Therefore you want to give a good sense of what your research involved from the title.

Many people will list the title of their thesis on their CV, at least for a while after graduating. All of the example titles I’ve shared below came from my repository of academic CVs . I’d say roughly 30% of all the academics on that page list their thesis title, which includes academics all the way up to full professor.

Your thesis title could therefore feature on your CV for your whole career, so it is probably worth a bit of thought!

My suggestions for choosing a good thesis title

  • Make it descriptive of the research so it’s immediately obvious what it is about! Most universities will publish student theses online ( here’s mine! ) and they’re indexed so can be found via Google Scholar etc. Therefore give your thesis a descriptive title so that interested researchers can find it in the future.
  • Don’t get lost in the detail . You want a descriptive title but avoid overly lengthy descriptions of experiments. Unless a certain analytical technique etc was central to your research, I’d suggest by default* to avoid having it in your title. Including certain techniques will make your title, and therefore research, look overly dated, which isn’t ideal for potential job applications after you graduate.
  • The title should tie together the chapters of your thesis. A well-phrased title can do a good job of summarising the overall story of your thesis. Think about each of your research chapters and ensure that the title makes sense for each of them.
  • Be strategic . Certain parts of your work you want to emphasise? Consider making them more prominent in your title. For instance, if you know you want to pivot to a slightly different research area or career path after your PhD, there may be alternative phrasings which describe your work just as well but could be better understood by those in the field you’re moving into. I utilised this a bit in my own title which we’ll come onto shortly.
  • Do your own thing. Having just laid out some suggestions, do make sure you’re personally happy with the title. You get a lot of freedom to choose your title, so use it however you fancy. For example, I’ve known people to use puns in their title, so if that’s what you’re into don’t feel overly constrained.

*This doesn’t always hold true and certainly don’t take my advice if 1) listing something in your title could be a strategic move 2) you love the technique so much that you’re desperate to include it!

Thesis title examples

To help give you some ideas, here are some example thesis titles from Bachelors, Masters and PhD graduates. These all came from the academic CVs listed in my repository here .

Bachelor’s thesis title examples

Hysteresis and Avalanches Paul Jager , 2014 – Medical Imaging – DKFZ Head of ML Research Group –  direct link to Paul’s machine learning academic CV

The bioenergetics of a marine ciliate, Mesodinium rubrum Holly Moeller , 2008 – Ecology & Marine Biology – UC Santa Barbara Assistant Professor –  direct link to Holly’s marine biology academic CV

Functional syntactic analysis of prepositional and causal constructions for a grammatical parser of Russian Ekaterina Kochmar , 2008 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

Master’s thesis title examples

Creation of an autonomous impulse response measurement system for rooms and transducers with different methods Guy-Bart Stan , 2000 – Bioengineering – Imperial Professor –  direct link to Guy-Bart’s bioengineering academic CV

Segmentation of Nerve Bundles and Ganglia in Spine MRI using Particle Filters Adrian Vasile Dalca , 2012 – Machine Learning for healthcare – Harvard Assistant Professor & MIT Research Scientist –  direct link to Adrian’s machine learning academic CV

The detection of oil under ice by remote mode conversion of ultrasound Eric Yeatman , 1986 – Electronics – Imperial Professor and Head of Department –  direct link to Eric’s electronics academic CV

Ensemble-Based Learning for Morphological Analysis of German Ekaterina Kochmar , 2010 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

VARiD: A Variation Detection Framework for Color-Space and Letter-Space Platforms Adrian Vasile Dalca , 2010 – Machine Learning for healthcare – Harvard Assistant Professor & MIT Research Scientist –  direct link to Adrian’s machine learning academic CV

Identification of a Writer’s Native Language by Error Analysis Ekaterina Kochmar , 2011 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

On the economic optimality of marine reserves when fishing damages habitat Holly Moeller , 2010 – Ecology & Marine Biology – UC Santa Barbara Assistant Professor –  direct link to Holly’s marine biology academic CV

Sensitivity Studies for the Time-Dependent CP Violation Measurement in B 0 → K S K S K S at the Belle II-Experiment Paul Jager , 2016 – Medical Imaging – DKFZ Head of ML Research Group –  direct link to Paul’s machine learning academic CV

PhD thesis title examples

Spatio-temporal analysis of three-dimensional real-time ultrasound for quantification of ventricular function Esla Angelini  – Medicine – Imperial Senior Data Scientist –  direct link to Elsa’s medicine academic CV

The role and maintenance of diversity in a multi-partner mutualism: Trees and Ectomycorrhizal Fungi Holly Moeller , 2015 – Ecology & Marine Biology – UC Santa Barbara Assistant Professor –  direct link to Holly’s marine biology academic CV

Bayesian Gaussian processes for sequential prediction, optimisation and quadrature Michael Osborne , 2010 – Machine Learning – Oxford Full Professor –  direct link to Michael’s machine learning academic CV

Global analysis and synthesis of oscillations: a dissipativity approach Guy-Bart Stan , 2005 – Bioengineering – Imperial Professor –  direct link to Guy-Bart’s bioengineering academic CV

Coarse-grained modelling of DNA and DNA self-assembly Thomas Ouldridge , 2011– Bioengineering – Imperial College London Senior Lecturer / Associate Prof –  direct link to Thomas’ bioengineering academic CV

4D tomographic image reconstruction and parametric maps estimation: a model-based strategy for algorithm design using Bayesian inference in Probabilistic Graphical Models (PGM) Michele Scipioni , 2018– Biomedical Engineer – Harvard Postdoctoral Research Fellow –  direct link to Michele’s biomedical engineer academic CV

Error Detection in Content Word Combinations Ekaterina Kochmar , 2016 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

Genetic, Clinical and Population Priors for Brain Images Adrian Vasile Dalca , 2016 – Machine Learning for healthcare – Harvard Assistant Professor & MIT Research Scientist –  direct link to Adrian’s machine learning academic CV

Challenges and Opportunities of End-to-End Learning in Medical Image Classification Paul Jager , 2020 – Medical Imaging – DKFZ Head of ML Research Group –  direct link to Paul’s machine learning academic CV

K 2 NiF 4  materials as cathodes for intermediate temperature solid oxide fuel cells Ainara Aguadero , 2006 – Materials Science – Imperial Reader –  direct link to Ainara’s materials science academic CV

Applications of surface plasmons – microscopy and spatial light modulation Eric Yeatman , 1989 – Electronics – Imperial Professor and Head of Department –  direct link to Eric’s electronics academic CV

Geometric Algorithms for Objects in Motion Sorelle Friedler , 2010 – Computer science – Haverford College Associate Professor –  direct link to Sorelle’s computer science academic CV .

Geometrical models, constraints design, information extraction for pathological and healthy medical image Esla Angelini  – Medicine – Imperial Senior Data Scientist –  direct link to Elsa’s medicine academic CV

Why I regret my own choice of PhD thesis title

I should say from the outset that I assembled my thesis in quite a short space of time compared to most people. So I didn’t really spend particularly long on any one section, including the title.

However, my main supervisor even spelled out for me that once the title was submitted to the university it would be permanent. In other words: think wisely about your title.

What I started with

Initially I drafted the title as something like: Three dimensional correlative imaging for cartilage regeneration . Which I thought was nice, catchy and descriptive.

I decided to go for “correlative imaging” because, not only did it describe the experiments well, but it also sounded kind of technical and fitting of a potential pivot into AI. I’m pleased with that bit of the title.

What I ended up with

Before submitting the title to the university (required ahead of the viva), I asked my supervisors for their thoughts.

One of my well intentioned supervisors suggested that, given that my project didn’t involve verifying regenerative quality, I probably shouldn’t state cartilage regeneration . Instead, they suggested, I should state what I was experimenting on (the materials) rather than the overall goal of the research (aid cartilage regeneration efforts).

With this advice I dialled back my choice of wording and the thesis title I went with was:

Three dimensional correlative imaging for measurement of strain in cartilage and cartilage replacement materials

Reading it back now I’m reminder about how less I like it than my initial idea!

I put up basically no resistance to the supervisor’s choice, even though the title sounds so much more boring in my opinion. I just didn’t think much of it at the time. Furthermore, most of my PhD was actually in a technique which is four dimensional (looking at a series of 3D scans over time, hence 4D) which would have sounded way more sciency and fitting of a PhD.

What I wish I’d gone with

If I had the choice again, I’d have gone with:

Four-dimensional correlative imaging for cartilage regeneration

Which, would you believe it, is exactly what it states on my CV…

Does the thesis title really matter?

In all honesty, your choice of thesis title isn’t that important. If you come to regret it, as I do, it’s not the end of the world. There are much more important things in life to worry about.

If you decide at a later stage that you don’t like it you can always describe it in a way that you prefer. For instance, in my CV I describe my PhD as I’d have liked the title to be. I make no claim that it’s actually the title so consider it a bit of creative license.

Given that as your career progresses you may not even refer back to your thesis much, it’s really not worth stressing over. However, if you’re yet to finalise your thesis title I do still think it is worth a bit of thought and hopefully this article has provided some insights into how to choose a good thesis title.

My advice for developing a thesis title

  • Draft the title early. Drafting it early can help give clarity for the overall message of your research. For instance, while you’re assembling the rest of your thesis you can check that the title encompasses the research chapters you’re included, and likewise that the research experiments you’re including fall within what the title describes. Drafting it early also gives more time you to think it over. As with everything: having a first draft is really important to iterate on.
  • Look at some example titles . Such as those featured above!
  • If you’re not sure about your title, ask a few other people what they think . But remember that you have the final say!

I hope this post has been useful for those of you are finalising your thesis and need to decide on a thesis title. If you’ve enjoyed this article and would like to hear about future content (and gain access to my free resource library!) you can subscribe for free here:

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Graduate view: Why a dissertation can boost your employability

Can a good undergraduate dissertation still make a difference? I'd like to think so.

Imagine you are a student. You go to a respectable university, it's not a world beater but it does the job. Your parents are definitely still proud of you, at least.

But one night, halfway through the summer between your second and final year, you wake up in a cold sweat, with the rather unnerving epiphany that you have a negligible amount of relevant work experience and the saddening realisation that you are not, unfortunately, an Oxbridge superstar with an army of industry contacts, who is a shoe in to the world of high-flying graduate employment.

How then, are you going to pull that all important acceptance email to a grad scheme out the bag (while keeping your mum proud)? How much can you really pack in to those last nine-ish months to turn your fortunes around? Especially in a climate where, if conventional wisdom is to be believed, most of us are up the proverbial. Well, over the course of this year, I intend to find out myself.

In fact, I refuse to bow my head to such scaremongering. If this sounds like you, console yourself with the fact that you are not the only one. In the eyes of academia, I'm considered average too! But fear not, we can dazzle those prospective employers yet with the stalwart of our degrees. The almighty spearhead of our academic arsenal, the dissertation. Honestly.

I am not belittling other extra-curricular methods of attaining that first step on the career ladder. Most of the research I have done personally points to a placement year or a summer internship being the stairways to graduate heaven. But as many of you may well know by now, such placements are like gold dust where similar processes are implemented for internship applications to actual grad scheme applications, and you sometimes need a degree just to fill one out.

It may be obvious, but I'd like to think, as I start to undertake my own dissertation, that in a few years time I can look back on it and think, yes, that counted for something.

When I asked a friend of mine, who had already secured a job as a trainee at one of the Big Four accountancy firms, what he thought of the value of a dissertation when it comes to employability, the answer was not what I hoped. He seemed to think that in cold light of the day it would make a minimal impact on my chances.

We agreed to disagree. Maybe a mediocre piece of half-baked research wasn't going to get any HR manager salivating. But the same cannot be said for a first class piece of innovative and clinical analysis, can it?

Prior to attending university I had no idea that it was not compulsory to undertake a dissertation and, although I personally have persevered to write one, many of my friends have opted not to do so. In my mind, I have always thought a dissertation was the pinnacle of any undergraduate degree, where you finally get to research a topic of sincere personal interest to you, hopefully, with the additional outcome of proving to be of some passable academic merit in the process.

Reassuringly, I have been led to believe, by my own dissertation supervisor, that a well-researched piece of "quantitative analysis" shows commitment, perseverance, self motivation, independent study, initiative and critical thinking; surely all the essential elements to establishing your competency as a viable candidate for any graduate position? Although, maybe he was just being nice.

Surely a well-written postgraduate thesis, with a topic relevant to a prospective employer, could be the deal-maker; potentially placing you ahead other candidates.

Similarly, it may not be as dense as a masters dissertation, but there can't be any harm in gearing your research topic towards the vocation you are interested in taking up in the future. Wouldn't this clearly demonstrate that you have shown a serious interest in a prospective sector prior to undertaking the graduate job search?

Let me know what you think, I'd like to get a wider perspective on the collective chances of this years graduate hopefuls.

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Sat / act prep online guides and tips, the ultimate apush dbq guide: rubric, examples, and more.

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Advanced Placement (AP)


You’ve been working hard in your AP US History class, and now it’s time to start prepping for your APUSH exam. 

But there’s a lot you’ll need to know if you want to do well, especially on the APUSH DBQ section. For instance, you’ll need to understand the APUSH DBQ rubric so you know how you’ll be scored on your answers, and you’ll need to look at a few APUSH DBQ examples so you understand what it takes to 

Luckily for you, we’ve compiled everything you need to know about APUSH DBQs in one easy place. (That place is, uh, here. ) We’ll go over: 

  • An explanation of what APUSH DBQs are and why they’re important 
  • A walkthrough covering how APUSH DBQs work on the exam and what to expect
  • A six-step process for writing a great DBQ
  • Four tips for studying for and answering the APUSH DBQs

We’ll also give you an APUSH DBQ rubric and APUSH DBQ examples That’s a lot to talk about, so let’s get going!


The APUSH DBQ is an essay-based question, so you'll have to write quickly!

What Is an APUSH DBQ? 

A DBQ is a “document-based” question that you’ll have to answer on your AP exam. For these questions, you’ll be given seven “documents,” which are short readings that cover different, usually related aspects of US History. From there, you’ll be asked to answer each DBQ in essay form using information from the documents you’ve been provided! 

The good thing about APUSH DBQs is that they’re open-ended, meaning there are multiple correct ways to answer each question. The downside is that in order to answer the question and earn full credit, you’ll need to analyze and incorporate multiple documents as part of your argument. 

And did we mention you’ll only have a limited amount of time to answer the DBQ, and that it's worth 25% of your total test score? That’s why APUSH DBQs can be stressful for test-takers! 

How Do DBQs Work on the APUSH Exam?

The APUSH exam consists of 60 questions in total. Here’s how they break down across the test: 

Of the two free response questions, one is a long essay (worth 15%) and one is a DBQ. This means that the sole DBQ is, by itself, worth 25% of your total grade, making it the single most heavily-weighted question on the APUSH exam.  

The APUSH DBQ will consist of a single open-ended prompt . To answer it, you’ll have to create a persuasive argument that uses the documents you’ve been given on the exam itself. (More on that a bit later.) 

To give you a little more context, here are some actual APUSH DBQ examples from previous years’ APUSH exams:

  • “Evaluate the extent of change in ideas about American independence from 1763 to 1783.” ( 2017 ) 
  • “Evaluate the relative importance of different causes for the expanding role of the United States in the world in the period from 1865 to 1910.” ( 2018 )
  • “Evaluate the extent to which the Progressive movement fostered political change in the United States from 1890 to 1920.” ( 2019 )

APUSH Document Types 

To answer these questions well, you’ll also have to read, analyze, and incorporate information from seven documents you’ll be provided on test day. These documents will be a mixture of: 

  • Primary texts : texts that were actually written in the time period you’re being asked about
  • Secondary texts : texts written by later historians that explain the time period 
  • Images: these are typically either political cartoons or artworks from the time period

How many of each type of document you’ll see on your exam varies from year to year, so you’ll need to be equally comfortable using all three types of documents. 

You’ll have to read through all seven documents and understand them so you can use them to answer your DBQ question. The information in the documents will help you create a thesis, build your argument, and prove your point…so you can get a great APUSH DBQ score! Just remember: to earn full credit, you’ll also have to explain how at least six of the documents are relevant to your argument, using evidence to back those claims up. 

Using Outside Information 

Along with the provided documents, you’ll also be expected to use one piece of historical evidence that isn’t included in the documents , but you already know from your own reading. This is information that you’ll have studied in class (or read on your own!) that applies to the DBQ and supports your argument. 

Unfortunately, you won’t be able to bring any class notes with you on exam day. That means you’ll need to study ahead of time so you’ll be ready to incorporate outside information into your DBQ answer! 

Whew! That’s a lot! However, if it makes it any easier, the APUSH DBQ will only cover the period from 1754-1980 . That means you’ll only need to focus on studying–and remembering!--information from about 230 years. 


Understand the APUSH DBQ Rubric

First, you need to understand what the expectations are and how your answer will be graded. That means reading through and understanding the official APUSH DBQ rubric!

The good news is that the College Board has provided the APUSH DBQ rubric as part of their 2021 AP Exam Administration Scoring Guidelines - AP United States History document .  

Here’s how the rubric breaks down:

Thesis (1 point) 

First, you’ll need to create a thesis that “responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning.” In order to get this point you’ll need to make an arguable claim based on the documents that answers the question of the prompt.  

In other words, you’ll need to choose a position and then defend it with evidence from the documents and your knowledge base. 

Contextualization (1 point) 

In order to get a point for contextualization you’ll need to “accurately describe a context relevant” to the time period covered by the prompt. What this means is that you’ll have to describe the political, social, or economic events and trends that contributed to what your thesis is arguing. 

Some of this you’ll know from the provided documents, but some of it you will also be expected to know on your own based on what you’ve studied in AP US History. You’ll also need to relate your knowledge to “broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question.” That means you have to show how the events of this time period are relevant now or how they are similar to some other historical situation .

Evidence (3 points)

For this part of the rubric, you’ll earn one point just for incorporating specific evidence that does not come from the provided documents in a way that is relevant to your thesis! 

In order to earn the other two points, you must support your argument by using content from six of the seven documents . (If you don’t use six documents, but do use at least three of them, you’ll only earn one point.) 

You can’t just randomly throw information from the documents into your essay, though, you have to use it in a way that supports your argument and accurately represents what the documents are saying . 

Analysis and Reasoning (2 points)

For the analysis and reasoning section, you get one point for explaining “how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument.” You’ll earn another point for “complexity,” showing that you understand the time period that the prompt covers and use evidence to prove your understanding and back up your argument . 

So to earn analysis and reasoning points, you have to prove how the documents are relevant to your argument, your argument has to demonstrate you understand the historical events of the time period, and you’ll have to create an argument that is well-reasoned and “complex.” 

You’ll need to show graders you understand there’s a variety of possible perspectives about the issue you’re writing about and that people in that era did not all agree or have the same experiences.


Step-By-Step Process for Tackling an APUSH DBQ

The APUSH DBQ is a complicated question that tests you over several different skills, so there isn’t any simple technique to ace it. However, if you master each of the individual skills it takes to do well on the DBQ examples, rocking your APUSH DBQ will be much easier! 

Here are five steps you can follow to build a foundation that’ll help you ace the DBQ. 

Step 1: Take a Practice DBQ

The best way to master APUSH DBQs is by practicing with real APUSH DBQ examples.

The College Board’s website has the actual prompts from 2015-2019 available to download. This means you can take at least five practice APUSH exams, as well as read APUSH DBQ example responses and APUSH DBQ rubrics, for free! 

This is excellent news because you can take several practice swings at answering APUSH DBQs before you have to tackle the real thing on test day. 

Before practicing DBQ responses, it’s a good idea to take at least one APUSH DBQ practice test so you know what your baseline is. That way, you’ll understand your strengths and weaknesses and can really zero in on your weakest areas! From there, you can work through the practice APUSH DBQ prompts on their own. 

However, the nature of a free response means that it won’t be easy for you to grade by yourself. To evaluate your DBQs, be sure to use the APUSH DBQ rubric we walked through above. Honestly try to assess whether or not you incorporated the information thoroughly and accurately. You can also ask a teacher, tutor, or even a family member to grade your APUSH DBQs for you as well! 

Later, after you practice the skills outlined in the steps below, take another practice DBQ and see if it seems easier for you. Compare your score to the baseline score from your first attempt. Then, re-read over your textbooks and take it again. Repeat the cycle a couple of times. The big benefit will be that you will eventually get so used to the APUSH DBQ that you will be more comfortable in the actual testing environment .

Step 2: Practice Writing a Thesis

Because your DBQ response will have to choose a position and defend it, you’ll need to work on writing strong thesis statements. A thesis statement is essentially your argument in a nutshell, and it sums up the purpose of your essay. 

The most important aspect of your APUSH DBQ thesis is that it has to make a claim that is both arguable (meaning you can use evidence to prove it) and is relevant to the prompt you’re given. However, you don’t want to just restate the prompt in your thesis! 

Here’s what we mean. Let’s say your APUSH DBQ prompt is: 

Evaluate the extent of change in ideas about American independence from 1763 to 1783.

You don’t want your thesis to be “Ideas about American independence changed a lot from 1763 to 1783. That’s just adding a few words to the prompt…and it’s not descriptive enough to cover the argument you’ll make later. Instead, make a specific claim about how and why ideas about American independence changed, and you’ll need to use the documents provided to prove it!

So for this example, a better thesis might be, “Between 1763 and 1783, American ideas about independence changed from being unsure about how the nation could survive without British rule to believing in (and fighting for) the nation’s independence.” 

Because APUSH DBQs are open-ended, there are actually many different thesis statements you could come up with that would let you write an amazing answer. Here are two APUSH DBQ examples that College Board considers acceptable theses for this prompt:

  • “The ideas about American independence changed greatly from 1763 to 1783. In the beginning, colonists only wanted representation and a say in the legislation of new laws, but by 1783 Americans wanted true freedom from British rule.” 
  • “From 1763–1783, ideas of American independence changed from the colonies blindly accepting the tyranny of the British by religious rights of divine kings to believing in natural rights of individuals against British rule.”

Let’s look at how these theses make specific claims: 

The first thesis argues that colonists originally only wanted representation, but by 1783 wanted freedom from British rule. These are two different mindsets that the author can then use the documents to illustrate and prove actually existed. 

The second example thesis addresses a more theoretical change in belief: one that changes from Americans of 1763 accepting the medieval notion of the king inheriting from God the right to govern, to one in which Americans of 1783 believed that individuals had the natural right of freedom from tyranny. The author can then use the documents as evidence that Americans in that time period had those beliefs, and can argue about what happened to change them.

By practicing thesis writing, you’ll be able to create a detailed–and defensible!--statement that will help you create a convincing DBQ argument. 


An outline will serve as a roadmap that'll help you write a great essay—and it'll help you manage your time, too. 

Step 3: Practice Creating an Outline

With only an hour to read the documents to write your essay, you probably won’t have time to revise. It’s very important that you make the best use of the limited time you will have available, so an outline will help you organize your thoughts and will keep you on track as you write. 

Just be careful that you don’t take too much time with your outline–you need to write a whole essay! Five minutes (or less!) is all you need to put together an outline that’ll help you write an awesome DBQ. 

With that said, let’s talk about what makes up a great outline.

Two important elements of a good outline are an introduction and conclusion ! Your intro will set up your thesis and your conclusion to restate your thesis while explaining why it’s relevant to the reader today. Because both of these sections center around your thesis statement, they’ll help you organize the rest of your argument…and your DBQ essay! 

Once you have those in place, you can start adding body paragraphs to your outline. Since you only have about 45 minutes to write this essay, you don’t want too many of them. Three or four body paragraphs will be enough to get the job done. 

The most important thing about your body paragraphs is that each of them makes a claim that a) supports your thesis and b) allows you to incorporate information from the documents as evidence. You may even want to make a note of which documents you want to use in each body paragraph! 

Here’s an outline template you can use as you practice your APUSH DBQs:

  • Set up your argument and include your thesis.
  • You can break down your thesis into several component steps, which will then become the body paragraphs as you expand upon them.
  • Tell the reader what they need to know about the historical situation. 
  • Include any information you might already know from outside the provided documents.
  • Make the first argumentative point you mentioned in your introduction/thesis.
  • Use information from two to three documents to illustrate and prove your point.
  • Make the second argumentative point you mentioned in your introduction/thesis.
  • Use two to three different documents to support this point. 
  • If you have a third argumentative point, you’ll need to make it here. 
  • Be sure to use at least one document to support your argumentative point. 
  • Restate your thesis and summarize the main points you’ve made.
  • Show how it’s relevant to the reader.

Again, this outline doesn’t need to be fancy! Jotting down a few words–or a short sentence–for each point will get you to where you need to go. 

Step 4: Practice Incorporating Quotes and References 

As you write your essay, you’ll need to use examples from the documents provided–and each time you do so, you need to explain documents you pulled the information from. You’ll do this whether you are quoting your source or just paraphrasing it. 

There are two ways to do this:

#1: Attribution

Attributing your information means you tell your reader in the sentence which document you’re quoting or paraphrasing from. Below are two attribution DBQ examples APUSH considers acceptable: 

"Charles Inglis uses reason to note that the colonies would be unable to sustain themselves without British support because the colonies don’t make enough money through agriculture and commerce.”

Notice that even though this APUSH DBQ example doesn’t quote Inglis outright, the author still lets the readers know which source they’re using to prove their point.

#2: Parenthetical

Using a parenthetical citation means that you put either the author of the source’s name or which document it’s from, in parentheses, at the end of the sentence. H ere’s an example of parenthetical citation that the College Board considers acceptable:

“He claimed only man himself can direct his own actions and decisions, not the rule of any legislative authority or man (Doc. 3).”

Since the sentence does not say who “he” is, the author of this essay has included this parenthetical citation (Doc. 3) that the reader can use to read the document in question and see if the argument the author is making is correctly represented from the source.

As you use these sources, you need to make sure that you are using the document accurately and not plagiarizing. Your goal is to show that you understand each document and know how to incorporate it into an argument. 

Step 5: Understand Time Management

One of the most important skills you can acquire by taking multiple attempts at the APUSH DBQ practice test will be time management . When you’re in the actual test environment, you won’t be able to use your phone to set a timer or alarm, so it can be difficult to keep track of how much time you’re spending on reading and re-reading the documents, brainstorming, and outlining. 

You want to leave yourself the majority of the time allowed (which will be one hour) for writing. College Board’s APUSH DBQ rubric recommends that you spend 15 minutes reading the documents and 45 minutes writing the essay . 

The best way to get your time management down is practice . Set timers during your APUSH DBQ practice test so you can get a feel for how much time it takes to put an answer together. That way you have a feel for the process and will have enough time to write your DBQ on test day. 


4 Tips for Mastering APUSH DBQs

Now that you’ve read our step-by-step process for tackling the APUSH DBQ and have seen several APUSH DBQ examples, here are some expert tips on doing well on the APUSH DBQ .  

Tip 1: Remember that Each Point Is Scored Separately

Go through the APUSH DBQ rubric and take note of each individual task since you’ll be scored on how well you complete each one . For each task, there are usually multiple points available. 

For example, you’ll earn one point for using at least three documents in your DBQ. But if you want to earn the full two points for that category, you’ll need to incorporate at least six documents into your answer.  

By understanding the rubric, you’ll be able to maximize how many points you earn on your DBQ. 

Tip 2: Your Essay Can Contain Errors 

Now, don’t misunderstand us: you can’t say an author makes one claim when they are clearly saying the opposite. You also can’t write something that is obviously wrong, like that America continues under British rule because the revolution was unsuccessful, and get full credit!  

But you can make minor errors that don’t detract from your argument as long as you are demonstrating a knowledge of the time period and the ability to incorporate evidence to make an argument. So for example, if you said that the First Continental Congress ended in November instead of October of 1774, you’ll still be able to earn full credit despite making a small error. 

Tip 3: Write For Clarity 

One thing to keep in mind is that you will be graded on how well you make and argue a thesis, and how well you incorporate the evidence from the documents to support that thesis– you don’t get graded on how beautifully or fluently you write ! So, while you’ll want to use correct grammar and write as clearly as you can, don’t spend too much time thinking about how best to phrase things as if you were writing for publication. Just focus on clearly explaining your ideas! 

You won’t have points taken away for grammatical errors unless they make it difficult for the graders to see how you’ve used the evidence to make an argument.

Tip 4: Connect the Dots 

Not only for the APUSH DBQ, but for everything you write, you need to ask yourself, why is this relevant? In the contextualization section, you are required to relate the information you’re conveying to other time periods or situations to earn full credit.

This is your chance to show that while the period you’re writing about may have been long in the past, the events are still relevant to us today ! This is why we read, write, and study history in the first place!


What’s Next? 

If you’re taking APUSH, you’re probably taking other AP classes as well! Here’s a general guide to preparing for AP tests that’ll help you get ready for any other AP exams you take. 

Like we mentioned earlier, taking practice tests is one of the best ways you can get ready for your actual AP exams. Here’s a guide that’ll help you find the best AP practice tests for each exam.

If you’re taking multiple AP tests, you’ll need to maximize your study time. One way to do this is to study for each test based on when you’ll have to take it! Our complete breakdown of the AP exam schedule will help you manage your study time efficiently and effectively. 

Looking for help studying for your AP exam? Our one-on-one online AP tutoring services can help you prepare for your AP exams. Get matched with a top tutor who got a high score on the exam you're studying for!

Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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How long does it take for a college degree to pay off? For many, it's 5 years or less.

By Aimee Picchi

Edited By Anne Marie Lee

Updated on: May 10, 2024 / 12:43 PM EDT / CBS News

One of the major questions facing families today is whether a college degree is worth the expense, given rising tuition and fees that can saddle graduates with tens of thousands in student loan debt. Today, a majority of Americans don't think the cost can be justified.

But a new analysis finds that most post-secondary degrees provide a payoff within less than five years after graduation for low- and moderate-income students, although that time frame can largely depend on the type of school and program that a student chooses. The analysis, from the HEA Group and the educational nonprofit College Futures Foundation, focuses on graduates in California, the state with the largest number of enrolled college students.

The study examined families earning $75,000 or less given that these students may be more likely to skip higher education due to fears that pursuing a post-secondary degree may not pay off, even though a college degree could help them get an economic foothold. For this group of students, almost 4 of 5 California colleges and other higher education institutions provide a return on investment within five years, the research found.

"The No. 1 deterrent for a student not to pursue a college degree is affordability — they simply think they can't afford the cost of a higher education," HEA Group founder Michael Itzkowitz told CBS MoneyWatch. 

But the study found that many low- and middle-income students are getting "an affordable education that allows for enough of an earnings premium that they can pay down their college education very quickly," he added.

The schools with the best return on investment for low- and middle-income students include many of California's state colleges, which tend to be lower-priced than nonprofit private universities, he noted. Itzkowitz said he believes the findings have applicability across the U.S. because students across the nation likewise have access to state colleges and universities that offer lower-cost degree programs compared with private institutions.

The findings echo recent a recent analysis of 1,500 colleges by Bloomberg News, which found that Ivy League universities like Yale and Harvard provide the best return on investment due to high salaries earned by their grads. But students who don't gain acceptance to one the Ivies are often better off attending state colleges, rather than high-priced private institutions, given that public institutions' lower cost of attendance result in a better return on investment.

Even though many students incur debt when pursuing a college degree, graduates are typically rewarded in the workplace with higher earnings, a benefit that accrues across their career. Despite Americans' increasing skepticism about the value of college, the typical college grad now earns about $60,000 annually, compared with $36,000 for people with only high school degrees, according to data from the New York Federal Reserve Bank.

Over a lifetime, that college wage premium can translate into a huge financial advantage. For instance, baby boomers with bachelor's degrees have median retirement savings of almost $600,000, but those with only a high school diploma have only about $75,000 socked away, a recent study found .

Colleges offering the biggest payoff

To examine a school's return on investment, the analysis looked at data from the U.S. Department of Education's College Scorecard to examine the earnings premium for 731,000 low- and moderate income graduates in California. 

The analysis then looked at the net cost that students pay to complete a degree, which is tuition and other fees minus scholarships and grants, times the number of years required to earn a degree. Comparing the earnings premium that college grads receive versus their net cost of getting their degree indicates how long it takes to get a return on investment.

For instance, the study found the net cost of earning a bachelor's degree at California State University, San Bernardino, stands at about $5,373. But graduates of that university earn about $28,000 more per year than people with only a high school degree. As a result, CSU San Bernardino grads are able to earn a return on their investment after just a few months of graduating — giving it the second-best return on investment among all California schools.

The pricier Stanford University offers the best return on investment, with low- and moderate-income students basically able to recoup their costs as soon as they graduate. That's due partly to the wage premium given to Stanford grads, who typically earn about $74,000 more annually than people with only high school degrees. 

But Stanford, like other top-rated colleges, accepts a smaller share of low- and moderate-income students compared with state schools, the study found. 

"There are many state schools that are often the best option for students to consider," Itzkowitz said. "They oftentimes include in-state tuition, which is much less expensive than out-of-state tuition, and they can offer generous scholarships and provide strong economic opportunities."

Schools with red flags

The analysis also found some red flags, with about 20% of higher education programs providing no ROI. Basically, graduates will never earn enough to offset the cost of attendance, because their earnings are likely to remain lower than those of high school graduates.

These tend to be for-profit schools that offer certificate programs in industries such as cosmetology, the study found. 

Because of these pitfalls, students should research schools and colleges to learn about typical graduates' economic outcomes before committing to a program, Itzkowitz noted. 

"It's critical that students are more discerning than ever, because it's one of the most important decision you'll ever make," he noted. 

Aimee Picchi is the associate managing editor for CBS MoneyWatch, where she covers business and personal finance. She previously worked at Bloomberg News and has written for national news outlets including USA Today and Consumer Reports.

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I found a small block engine, he said came out of a truck, casting number 3789817 engine stamp L9 61, I am guessing this would make it December 9, 1961 engine as it is at the end of 1961 it would make it a 62 engine, what is it worth, it is complete with 2 barrel carb alternator and he said he would start it for me, I am looking to purchase to eventually rebuild to get more power what is the most I can get out of it, changing heads, manifold, carb cam, 30 or 40 over? this would go into a 1967 Chevelle 300 Deluxe if I get it. I meant to mention, he is asking $650.00 Also available casting number 3932388 19j100397 TO815HN  

Well, I bought a 327 with 461 heads (2.02 valves) 11:1 compression, small journal engine for $800 and it had all the machine work done to it already.... supposed to be a 350 HP engine but the original block was replace with a CE block - dealer replacement... Your price seems just a little high to me - probably some better thoughts from others on this site....  

Too much, and I'm a fan of 327's, the heads and intake are worth 10.50 a pound at the scrap yard, and if, and probably will, pistons are more if your planing a rebuilt, Then say ones for the common 350. And if your thinking going automatic, you'd be much better of with more cubes, 350+, and those motors are cheaper, and less costly to built. I raced many 327 's in my drag racing days, they like to sing, to make power, and that means gears, and a 4-speed. Just saying.  

I see you are in Puerto Rico so pricing might be different there. Personally, I would rather start with a 350, its 33 cubic inches bigger from the word go. I also bet that the cost of parts such as pistons would be less for the 350. Steve R  

how much is a thesis worth

If you gotta have a 327 to feel right about it, and that one runs and it's the only one around, go for it. As previously stated a 350 is more common and cheaper to build, with more cubic inches to work with. I bought a 327 out of the junkyard for a 57 chevy pickup I used to have, about 10 years ago now. It came out of a 66 1/2 ton, complete from carb to pan, fan to transmission, alternator etc for $400. That was 10 years ago. Judging by that, you're ok at the asking price. I bought another one from a TC member with a car, but seperate price for I believe $700 2 years ago. It was a longblock with most parts to complete it, but I tore it down and replaced a lot of parts to update it so the price really became irrelevant. It sounds as though you're headed down the second route. If you're just looking for a core motor that will be fixed up and rebuilt anyway, the asking price is too much unless it's the only one around. I even have a core sitting in my shed I'd give away if somebody close wanted it, but I've been sitting on it for close to 20 years Devin  

Seems a bit high for a unit you will likely rebuild try to get it under $500 In terms of HP, I just got my 327 done and it was $3500 out the door with carb and running. It has 365 HP so now I can sport my new ebay emblems 327 with 365 HP  


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Is Michael Cohen still a lawyer? Here's how Trump's former fixer now makes a living.

To Donald Trump, Michael Cohen was many things – a fixer, yes man, and ruthless advocate. But chief among his many hats was his role as the former president’s personal attorney.

Cohen is taking the stand for another day of testifying in the hush money criminal trial. He will face off against the former president’s team of lawyers, who will grill him under cross-examination. It remains to be seen if his experience as Trump’s former attorney will give him an advantage in the high-pressure situation.

Was Michael Cohen disbarred?

Cohen no longer practices law. He was disbarred after he pled guilty to multiple crimes in 2018, including lying to Congress.

A panel of New York state judges granted a request to strike Cohen’s name from the official list of attorneys in New York state in February 2019.

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

Cohen “ceased to be an attorney upon his federal conviction of making false statements to the United States Congress,” the panel said in its opinion. The move was retroactive, striking Cohen’s name from the list as of the date he pleaded guilty to lying to Congress, Nov. 29, 2018.

What does Michael Cohen do for work now?

During his first day on the stand, Cohen told jurors that his previous job as Trump’s personal lawyer entailed doing “whatever Trump wanted.”

Since getting out of federal prison in July 2020, Cohen released “Disloyal: A Memoir: The True Story of the Former Personal Attorney to President Donald J. Trump,” a sordid account of the 10 years Cohen spent “burying Trump’s skeletons.” It spent four weeks on the New York Times’ best-seller list, selling 290,000 print copies.

Cohen followed that up with “Revenge: How Donald Trump Weaponized the Department of Justice Against His Critics.” It topped the best-seller list for one week and sold 23,600 print copies.The former attorney also launched his “Mea Culpa” podcast, where twice a week he takes listeners “into the dark corners of our current American apocalypse.” It currently ranks #122 in Apple’s news podcasts.

In addition to his books and podcast, Cohen is a regular guest on cable television, using his appearances to bash his former boss.

What is Michael Cohen’s net worth?

Hating on Trump would be big business for Cohen if it weren’t for his many legal fees and run-ins with the IRS. Prior to his legal troubles, Cohen’s net worth was estimated to total over $100 million.

Now, it’s estimated that his net worth falls under $1 million.

Much of his initial wealth came from his ownership of over 200 New York City taxi medallions. Prior to ride-sharing apps, a single NYC taxi permit could easily sell for over $1 million.

In addition to his taxi fortune, Cohen made $525,000 per year as Trump’s personal attorney.

Cohen revealed during Monday’s testimony that he originally wanted to work on Wall Street, but his grandmother persuaded him to go to law school.

Aysha Bagchi contributed to this story.

The juice isn’t worth the squeeze for many college majors, new report reveals: Lifetime earnings simply can’t keep up with the cost of degrees

30% of bachelor’s degrees cost more than what they pay out in a lifetime, a new analysis finds.

For many aspiring students, the decision to attend college comes with scary caveats, like years of unaffordable debt. Now there’s another thing to fear: Even if having a degree leads to higher earning potential down the line, a new analysis says about 30% of students won’t earn enough money to offset the price of school. 

All things considered, the decision to attend college involves a lot of financial decisions a typical high school graduate might not have enough awareness about, including how to pay off education-related debt and how much they can expect to earn from the degree they choose. High schoolers are most interested in attending college to get a good job that will help them earn more money —but about a third of degree programs don’t lead to a return on investments people pay to attend, according to the new report from the Foundation for Research on Equal Opportunity, which analyzed how much people spend on higher education versus how much they earn over their lifetimes. 

The financial returns that come from pursuing higher education are worth it more often than not, the report states, but it’s highly dependent on the major a student chooses—and it’s creating a conflict where students are choosing between trade schools to optimize their financial returns or pursuing a field they might hate, but will pay well .

On average, a bachelor’s degree in fields like engineering, computer science, nursing and economics provide the biggest financial returns on investment, or earnings in relation to how expensive the degree is, according to the report. With an engineering degree, for example, a student can expect lifetime earnings of about $950,000, while a student who completes a nursing degree could rake in a lifetime earnings of about $618,000. 

When choosing a college and degree program, the most important variable students should consider is how much they’ll earn, according to Preston Cooper, the lead author of the report.

“A high-earning career trajectory will deliver benefits for decades, while high tuition costs must be paid for a few years at most,” Cooper said.  

Other fields, especially those in fine arts, offer significantly less financial returns. A bachelor’s degree in psychology, the humanities, or English and literature are among those with the lowest financial returns; on average, students who pursue a degree in fine arts actually lost about $88,000 over their lifetimes.  

In these fields, Cooper said, there are still ways to ensure a college degree stays valuable. With an English major, for example, he said “there’s evidence that in combination with more tangible skills and marketing, graduates can improve the return on investments they get to improve the value of the degree they are getting out of college.” 

Trade schools can offer higher returns on investment than a traditional bachelor’s degree because, according to Cooper, they are often shorter programs that cost less tuition and offer straight paths to higher paying jobs in fields like HVAC and construction. Still, he said, the lucrativeness of trade schools is dependent on the field, adding that a degree in cosmetology doesn’t offer the same returns. 

Almost a quarter of four-year degree programs have a negative return on investment, the report found, as do 43% of two-year degree programs. For example, a bachelor’s degree in drama at the University of Southern California costs students over $160,000 over four years, but graduates of the program earn $10,000 less than they would if they got a job they didn’t need the degree for, the report found. 

Meanwhile, other fields can be extremely lucrative. The report estimates that graduates of Princeton University’s computer engineering program could make a lifetime earnings of over $7 million. 

Regardless of the field, college enrollment rates have been dropping for the past decade , according to a report by College Transitions, a data-driven blog by researchers and former school-admissions officers. Several factors are responsible for this trend, including the declining national birth rate , decreased immigration , the pandemic , and the rising price of college tuition . For students, who often prioritize their ability to earn money when making decisions about attending school, these financial challenges are giving way to additional stresses, like burnout and feeling unfulfilled at work. 

A new study published by Journal of Business and Psychology found large gaps between people’s career interests and the country’s most in-demand jobs, which indicate the hottest jobs on the labor market drastically differ from what people are interested in doing. 

The study, which used a national dataset of over 1.2 million U.S. residents and employment data from the Department of Labor, found that people are most interested in pursuing artistic jobs, but it’s one of the fields that’s least in demand, with only 2% of jobs on the market involving artistic interests. In contrast, the least popular job interest was described as systematic or detail-oriented work, which encompassed the most highly in-demand jobs.

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how much is a thesis worth

After selling his startup for a life-changing $3.7 billion, Jyoti Bansal launched a VC firm and two high-value startups. Why?

how much is a thesis worth

Ryan Cohen's Wealth Soars On GameStop Stock Rally: How Much Is Video Game Retailer CEO Worth?

S hares of video game retailer GameStop Corp (NYSE:GME) are trading higher on the week, echoing a return of meme stock trading from 2021.

The higher price for shares is good news for Ryan Cohen , CEO of the company and one of the biggest shareholders.

Ryan Cohen's Wealth Gains: GameStop stock has been highly volatile this week with Keith Gill, aka Roaring Kitty , returning to social media platform X for the first time in nearly three years.

Investers started getting excited on Sunday when Roaring Kitty shared on X (formerly known as Twitter) a meme post and a series of video posts featuring movie clips and hinting at GameStop stock.

GameStop shares hit new 52-week highs on both Monday and Tuesday before falling Wednesday.

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The rise in GameStop stock helped boost the wealth of Cohen, who owns around 12% of the company. Along with being a key investor in the stock, Cohen also serves as chairman and took over the CEO role in September 2023.

Cohen has a wealth of $4.3 billion, according to the latest estimate from Forbes . Cohen was worth around $4.8 billion on Tuesday before Wednesday's drop in the GameStop share price.

Even though his wealth fell on Wednesday, Cohen sits comfortably ahead of the $3.4 billion wealth valuation he had from Forbes in April 2024 and $3.1 billion in 2023.

On Monday, Cohen's wealth increased by $480 million to $4.2 billion as GameStop shares soared.

Forbes lists Cohen as the 753 rd richest person in the world at the time of writing. The $4.3 billion valuation currently misses out on a cutoff of $5.78 billion to crack the Bloomberg Billionaires Index, which tracks the 500 richest people in the world.

Related Link: Who Is Roaring Kitty? Why Does His Return To Social Media Matter For GameStop Stock?

AMC Stock Helps Boost CEO's Wealth : Another individual who has added to their wealth is AMC CEO Adam Aron.

AMC stock opened for trading at $3.52 on Monday. The stock soared on Monday and Tuesday alongside GameStop. AMC often traded in tandem with GameStop during the 2021 meme stock rally as one of the stocks with high short interest.

AMC shares hit a high of $11.88 on Tuesday and are currently down on Wednesday.

Aron owns around two million shares in AMC according to the CEO.

"I continue to be one of AMC's largest shareholders with an economic interest in about 2 million owned or granted AMC shares. Other than to fund mandatory federal and state income tax withholdings, I have not sold even one AMC share since January 2022. I ride with you," Aron tweeted in April 2024.

The two million shares are worth $10.7 million as of the time of writing with AMC trading at $5.36 per share.

At the weekly high of $11.88 the shares would have been valued at $23.76 million.

At an opening price of $3.52 on Monday, Aron's two million shares were valued at $7.04 million, meaning his wealth is up around $3.68 million from Monday to Wednesday.

Unlike GameStop, which is now up year-to-date, AMC shares have fallen in 2024 and over the last year. AMC shares are down 12% year-to-date in 2024 and down over 80% in the last year.

Aron's stake in the company is likely worth significantly less than it was a year ago, even with this week's share price gain.

Read Next: Meme King Ryan Cohen Now Able To Trade Stocks With GameStop Funds

Photo: Bill Jerome via Flickr Creative Commons

© 2024 Benzinga.com. Benzinga does not provide investment advice. All rights reserved.

This article Ryan Cohen's Wealth Soars On GameStop Stock Rally: How Much Is Video Game Retailer CEO Worth? originally appeared on Benzinga.com .

Ryan Cohen's Wealth Soars On GameStop Stock Rally: How Much Is Video Game Retailer CEO Worth?


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