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OATD.org aims to be the best possible resource for finding open access graduate theses and dissertations published around the world. Metadata (information about the theses) comes from over 1100 colleges, universities, and research institutions . OATD currently indexes 7,210,951 theses and dissertations.

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You may also want to consult these sites to search for other theses:

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• Proquest Theses and Dissertations (PQDT), a database of dissertations and theses, whether they were published electronically or in print, and mostly available for purchase. Access to PQDT may be limited; consult your local library for access information.

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

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

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

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Locomotive superheaters and feed water heaters 

A cost accounting system for the F. L. & J. C. Codman Company buffing wheels 

The electrical strength of insulators in high vacua 

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

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

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

Steps in Constructing a Thesis

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

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

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

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

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

Some Caveats and Some Examples

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

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

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

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

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

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

Open Access Theses and Dissertations

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Dissertations & theses: home, finding dissertations & theses.

The majority of print dissertations in the UC Berkeley Libraries are from UC Berkeley. The libraries have a nearly complete collection of Berkeley doctoral dissertations (wither online, in print, or both), and a large number of Berkeley master's theses.

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UC Berkeley PhD Dissertations

Dissertations and Theses (Dissertation Abstracts)     UCB access only  1861-present 

Index and full text of graduate dissertations and theses from North American and European schools and universities, including the University of California, with full text of most doctoral dissertations from UC Berkeley and elsewhere from 1996 forward. Dissertations published prior to 2009 may not include information about the department from which the degree was granted. 

UC Berkeley Master's Theses

UC Berkeley Digital Collections   2011-present

Selected UC Berkeley master's theses freely available online. For theses published prior to 2020, check UC Library Search for print availability (see "At the Library" below). 

UC Berkeley dissertations may also be found in eScholarship , UC's online open access repository.

Please note that it may take time for a dissertation to appear in one of the above online resources. Embargoes and other issues affect the release timing.

At the Library:

Dissertations: From 2012 onwards, dissertations are only available online. See above links.

Master's theses : From 2020 onwards, theses are only available online. See above links. 

To locate older dissertations, master's theses, and master's projects in print, search UC Library Search by keyword, title or author. For publications prior to 2009 you may also include a specific UC Berkeley department in your search:  berkeley dissertations <department name> . 

Examples:  berkeley dissertations electrical engineering computer sciences  berkeley dissertations mechanical engineering

University of California - all campuses

Index and full text of graduate dissertations and theses from North American and European schools and universities, including the University of California.

WorldCatDissertations     UCB access only 

Covers all dissertations and theses cataloged in WorldCat, a catalog of materials owned by libraries worldwide. UC Berkeley faculty, staff, and students may use the interlibrary loan request form  for dissertations found in WorldCatDissertations. 

Worldwide - Open Access

Networked Digital Library of Theses and Dissertations (NDLTD)

The Networked Digital Library of Theses and Dissertations (NDLTD) is an international organization dedicated to promoting the adoption, creation, use, dissemination, and preservation of electronic theses and dissertations (ETDs).

Open Access Theses and Dissertations (OATD)

An index of over 3.5 million electronic theses and dissertations (ETDs). To the extent possible, the index is limited to records of graduate-level theses that are freely available online.

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American Doctoral Dissertations

This freely accessible database indexes thousands of theses and dissertations by American universities from 1902 to the present and provides links to full text where available.

Harvard University Theses, Dissertations, and Prize Papers

The Harvard University Archives ’ collection of theses, dissertations, and prize papers document the wide range of academic research undertaken by Harvard students over the course of the University’s history.

Beyond their value as pieces of original research, these collections document the history of American higher education, chronicling both the growth of Harvard as a major research institution as well as the development of numerous academic fields. They are also an important source of biographical information, offering insight into the academic careers of the authors.

Spanning from the ‘theses and quaestiones’ of the 17th and 18th centuries to the current yearly output of student research, they include both the first Harvard Ph.D. dissertation (by William Byerly, Ph.D . 1873) and the dissertation of the first woman to earn a doctorate from Harvard ( Lorna Myrtle Hodgkinson , Ed.D. 1922).

Other highlights include:

• The collection of Mathematical theses, 1782-1839
• The 1895 Ph.D. dissertation of W.E.B. Du Bois, The suppression of the African slave trade in the United States, 1638-1871
• Ph.D. dissertations of astronomer Cecilia Payne-Gaposchkin (Ph.D. 1925) and physicist John Hasbrouck Van Vleck (Ph.D. 1922)
• Undergraduate honors theses of novelist John Updike (A.B. 1954), filmmaker Terrence Malick (A.B. 1966),  and U.S. poet laureate Tracy Smith (A.B. 1994)
• Undergraduate prize papers and dissertations of philosophers Ralph Waldo Emerson (A.B. 1821), George Santayana (Ph.D. 1889), and W.V. Quine (Ph.D. 1932)
• Undergraduate honors theses of U.S. President John F. Kennedy (A.B. 1940) and Chief Justice John Roberts (A.B. 1976)

What does a prize-winning thesis look like?

If you're a Harvard undergraduate writing your own thesis, it can be helpful to review recent prize-winning theses. The Harvard University Archives has made available for digital lending all of the Thomas Hoopes Prize winners from the 2019-2021 academic years.

Accessing These Materials

How to access materials at the Harvard University Archives

How to find and request dissertations, in person or virtually

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How to find and request Bowdoin Prize papers

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Harvard faculty personal and professional archives, harvard student life collections: arts, sports, politics and social life, access materials at the harvard university archives.

Thesis Statements

What this handout is about.

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

Introduction

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

What is a thesis statement?

A thesis statement:

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

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

How do I create a thesis?

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

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

How do I know if my thesis is strong?

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

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

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

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

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

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

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

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

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

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

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

You begin to analyze your thesis:

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

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

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

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

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

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

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

Works consulted

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

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

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

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

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

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

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Writing Tutorial Services

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

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

Why Should Your Essay Contain a Thesis Statement?

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

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

How Can You Write a Good Thesis Statement?

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

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

How to Generate a Thesis Statement if the Topic is Assigned

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

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

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

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

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

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

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

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

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

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

You start out with a thesis statement like this:

Sugar consumption.

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

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

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

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

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

You revise your thesis statement to look like this:

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

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

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

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

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

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

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

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

How to Tell a Strong Thesis Statement from a Weak One

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

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

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

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

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

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

2. A strong thesis statement justifies discussion.

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

My family is an extended family.

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

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

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

3. A strong thesis statement expresses one main idea.

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

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

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

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

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

4. A strong thesis statement is specific.

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

World hunger has many causes and effects.

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

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

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

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TheThesis.us

Understanding the Changes in the Catholic Church

GENERAL OVERVIEW

The material below is an overview of the problems caused by the vatican ii crisis, and the solution given by the thesis. the individual points are more thoroughly developed in the pages of this website specifically dedicated to them., first article, what is wrong with vatican ii, 1. what is wrong with the second vatican council.

The Second Vatican Council taught doctrines which had been already condemned by the Church, and enacted disciplines which are contrary to the Church’s teaching and constant practice.

2. What doctrines did it teach that were already condemned?

There are four principal areas of Catholic doctrine against which Vatican II introduced errors: (1) the unity of the Church; (2) ecumenism; (3) religious liberty; (4) collegiality.

3. What is wrong with the disciplines which have emanated from Vatican II?

The 1983 Code of Canon Law contains the heresy of Vatican II concerning the Church, mentioned above. It also permits sacrilege to the Blessed Sacrament, by approving of its reception by non-Catholics, which is a mortal sin, and permits communicatio in sacris (common public worship) with non-Catholics, which is a mortal sin. In addition, the Ecumenical Directory of 1993 permits ecumenical practices which have always been taught by the Church to be mortally sinful. The facility with which hundreds of thousands of marriage annulments are granted for no serious reason is a form of “Catholic divorce” in disguise, permitted by novelties in the Code of 1983.

4. What is wrong with the liturgy which has emanated from Vatican II?

The New Mass of Paul VI, which has replaced the traditional Catholic Mass, contains elements borrowed from Protestant worship. It is an innovative rite in which the Catholic doctrine on the nature of the Holy Sacrifice of the Mass as it was taught by the Council of Trent has been systematically expunged and replaced by false doctrines concerning the Mass, the Real Presence, and the priesthood.

5. What are the consequences of these changes of Vatican II?

It means that Vatican II and its subsequent reforms have given us a new religion, a religion which is substantially different from the Roman Catholic Faith founded by Christ. The reformers have substantially altered the three main components of religion: doctrine, worship, and discipline. As a result, the religion which Catholics find in their local parishes and schools, although in name Catholic, is a new, non-Catholic religion already condemned by the Catholic Church.

6. Is not the Church infallible in her doctrine, her discipline, and her liturgy?

The supreme authority of the Church is indeed infallible when defining a doctrine of faith and morals. In addition, the Church cannot impose universally a pernicious doctrine in her authentic, official teaching. The Church is infallible in her discipline and liturgy, in the sense that the universal discipline and liturgy of the Church is holy and sanctifying, and cannot harm the faith and morals of the faithful. The Church is also infallible in the solemn canonizations of saints.

This observation causes a crisis of conscience for Catholics. On the one hand, as good Catholics they ought to submit with religious obedience to the authority of the Church. On the other hand, they understand the necessity of preserving the traditional doctrine, worship, and discipline of the Church. This crisis requires Catholics to examine the issue of the “Vatican II popes” whose supreme authority should have guaranteed the orthodoxy of the said reforms.

SECOND ARTICLE

What solution should catholics give to the current problem of authority in the church, 7. what answers have been proposed on the problem of authority.

Faced with the changes of Vatican II and the subsequent reforms, the following solutions have been proposed:

• The “Vatican II popes” enjoy the supreme authority of the Church, and one is obliged to obey and submit, while somewhat denouncing the said doctrines and reforms. This is the position of groups such as the Priestly Fraternity of St. Peter and the Institute of Christ the King Sovereign Priest.
• The “Vatican II popes” enjoy the supreme authority of the Church, but one should resist and openly reject the said doctrines and reforms, and exercise an unauthorized apostolate to save souls. This is the position of the Society of Saint Pius X, known as the “Recognize and Resist” position.
• The “Vatican II popes” do not have the authority of Christ, they are not true popes, and are already juridically deposed. This is the position of totalism , or complete sedevacantism .
• The “Vatican II popes” do not have the authority of Christ, they are not true popes, but this real fact has not yet been juridically established and recognized in the universal Church. This is the solution proposed by the Thesis, sometimes referred to as material-formal sedevacantism or sedeprivationism.

8. Why are the first two positions, which recognize authority in the “Vatican II popes,” not viable solutions?

They are not viable for any Catholic because they destroy the indefectibility of the Church by ascribing to her all the non-Catholic doctrines and reforms coming from Vatican II. It further forces one either to cooperate in these non-Catholic doctrines and reforms, or to profess and practice open disobedience to the Roman Pontiff, which is a schismatic attitude condemned many times by the Church.

9. Is the third position (“complete sedevacantism” or “totalism”) a viable solution?

On the one hand, this third position is absolutely correct in denying authority to the “Vatican II popes,” thus preserving the infallibility of the Church by not attributing to her authority the abominations of Vatican II. This position is therefore correct in its essential part. On the other hand, it fails to make the proper distinction between the real order and the juridical order. For example, one is indeed a murderer by the very fact of killing an innocent person, but this crime must still be established in a court of law in order that its legal consequences and juridical penalties be applied. In a similar way, a marriage publicly celebrated enjoys a legal presumption of validity. If the marriage is in fact discovered to be invalid, it still keeps its valid status de jure (before the law) until declared invalid in a court of law. In the meantime, the spouses may not contract another marriage, and may not act as husband and wife, since in fact they are not married. The “totalist” position is also unable to provide a satisfying answer to the problem of the perpetual Apostolic succession of the Roman See, which is demanded by the Church’s indefectibility and taught by the Vatican Council (1870) in the Dogmatic Constitution Pastor Aeternus: “That which the Prince of Shepherds and great Shepherd of the sheep, Jesus Christ our Lord, established in the person of the Blessed Apostle Peter to secure the perpetual welfare and lasting good of the Church, must, by the same institution, necessarily remain unceasingly in the Church; which, being founded upon the Rock, will stand firm to the end of the world.”

10. Why is the fourth position (the Thesis) a viable solution?

The Thesis does not attribute to the Church’s authority the abominations of Vatican II, thus not offending the Church’s infallibility in this regard. At the same time, while the “papacies of Vatican II” are null in reality, their nullity has not yet been juridically established and declared by a competent authority in the Church. Hence, while the Roman See is vacant in fact, i.e., these men were not and are not true popes, nonetheless they retain a legal designation to be popes, until such time as it is legally removed from them.

This distinction between the real order ( de facto ) and the legal order ( de jure ) allows the Thesis to provide a logical solution to the problem of the perpetual Apostolic succession of the Roman See, which is demanded by the Church’s indefectibility.

Let us now present the Thesis in its different parts.

THIRD ARTICLE

What solution does the thesis give to the current problem of authority in the church, 11. is francis the pope.

Answered simply, the answer is no. He is not the pope, he has no authority over the Church, and therefore does not enjoy the infallibility promised by Christ to Saint Peter’s successors. We should not submit to his teaching, his laws, and the liturgy he promulgates. He is a wolf in sheep’s clothing, against which Our Lord has warned us, or even, we may say: a wolf in shepherd’s clothing.

12. How do we know that Francis is not the Pope?

Francis and the “Vatican II popes,” since John XXIII, have striven to change the Church from within, by imposing the errors of modernism in doctrine, in discipline, and in the liturgy. Christ could not give the supreme authority of the Church to an individual who objectively intends to thus impose modernist ideology on the faithful.

In addition, we have a confirmation that these “Vatican II popes” do not in fact enjoy the supreme authority of the Church because they have proven in many cases to be fallible in situations where, had they been true popes, they should have been infallible; since infallibility is an inseparable charism attached to the supreme office of the papacy.

13. Does not the Thesis say that he is a pope-elect?

Yes, because Francis was elected to the Papacy by a conclave. Francis’ election is presumed to be valid, because it is a juridical fact, and the opposite would have to be proven and established juridically, which up to now has not been accomplished. In addition, general acceptance by the whole Church would convalidate any defective election. Theologians agree that the universal acceptance of a newly elected pope would always supply any possible defect in the election process.

14. Why should the invalidity of the election be established juridically?

This is so because in any perfect society, such as a civil state or the Church, a fact is binding on a multitude of subjects when it is authoritatively established, either by law or by legal judgment. A murderer, for example, is by law liable to condemnation and deprivation of certain rights in society. But for as long as the fact of the crime has not been juridically recognized, he is not yet a murderer before the law , and therefore the exercise of his rights has not yet been restrained.

15. Since Francis is a heretic, why do you say that his election is presumed to be valid?

Because while a heretic incurs an automatic excommunication by the very fact of a delict of heresy, this excommunication has no legal consequences for as long as the person does not observe them and that they are not enforced by the person’s superior. Ecclesiastical Law clearly indicates that unsentenced heretics can validly elect and be elected.

Unsentenced heretics are only illicitly placed in office, while sentenced heretics whether tolerati or vitandi, are invalidly elected or appointed, and do not receive the office at all. [1]

16. Does not the Thesis speak about matter and form, when explaining the present situation of the papacy?

Indeed the Thesis does employ these theological terms, following the teaching of approved theologians, such as Saint Robert Bellarmine, Saint Antoninus, Cardinal Cajetan, etc. The meaning of these analogous concepts is to explain that in the papacy there is a certain composition. Indeed the pope is elected by men, and upon acceptance, he receives the supreme authority from Christ. In the philosophical concepts of matter and form, the matter means something which receives a further determination called the form. Thus, a priest is a man being determined by the character of the priesthood. In this example, the matter is the man; the form is the priesthood. When the matter and the form are united together, they constitute a priest. Hence the form is what makes a composite to be what it is, by determining the matter. Thus in the case of the pope, the pope-elect is a subject or matter, namely a man elected and having accepted. What makes him the pope, however, which we call the form of the papacy, is the supreme authority, given by Christ. Therefore, a pope does not receive his authority by the election, or even by the acceptance on the part of the elected person. These are only human determinations of the subject which dispose him to receive the papacy. But the supreme authority of the Church does not come from men, it comes from God. It is given by God to this person, and it is what makes him the pope. Hence the Thesis says that Francis (and the “Vatican II popes” before him) is not formally pope, although he is said to be materially pope, that is, he has been validly elected, but does not possess the power to teach, rule, and sanctify the Church in Christ’s name, and as His vicar.

17. What do you mean by saying that Francis is not formally the pope?

Theologians like Saint Robert Bellarmine refer to the supreme authority over the Church, given to Saint Peter’s successors as the formal aspect (or form ) of the papacy. It is what makes someone who has been legitimately elected and has accepted the election to be the pope. It does not come from men, but from Christ, Head of the Church. Indeed the pope is the vicar of Christ, and the visible head of the Church. Someone is therefore a true pope only if he has the authority of Christ and acts in His name.

18. What do you mean by saying that Francis is still materially the pope?

The same theologians who refer to the supreme authority given to the pope by Christ as the form of the papacy speak of the subject who receives this form as the matter or material aspect of the papacy. Indeed, to have a pope, you need not only Christ’s authority, but also a subject to receive this authority: the person who is elected. To say that Francis is materially the pope therefore means that he has been determined in a particular way, by his election, to receive the form of the papacy, namely the supreme authority of the Church. Francis has indeed been elected to the papacy, although he has not received its supreme authority from Christ. Despite not being the pope formally , therefore, we can say that he is pope materially . In other words, he has been chosen to become the pope, despite not having become one. Similarly, the president of the United States is elected in November, but he receives legitimate authority only in January, when he takes the oath of office. In the meantime, therefore, he is a president-elect, but has no authority, until he swears to uphold the constitution of the United States:

I do solemnly swear that I will faithfully execute the Office of President of the United States, and will to the best of my ability, preserve, protect and defend the Constitution of the United States.

19. How is this possible?

This is explained in greater detail in a dedicated part. The election of the pope is not completed until the pope-elect accepts his election. Only then does he receive the supreme authority to teach, rule, and sanctify the Church in Christ’s name, for which purpose he is assisted by the Holy Ghost. We can observe on the one hand that Bergoglio was elected; but on the other hand that he in fact does not possess the authority of Christ and is not assisted by the Holy Ghost. This leads us to question Bergoglio’s acceptance of the papacy, which acceptance is an absolutely necessary condition to the completion of the election and the communication of the supreme authority from Christ.

20. Did not Francis accept the election?

He did in appearance and in words but he did not truly and in reality. He has posited an obstacle to a valid consent which is incompatible with a sincere acceptance, this obstacle being the intention to substantially change the Church and impose upon her the modernist heresy, as explained above. This is manifested by his countless outrageous statements and actions.

21. In saying so, are you not judging his internal intention, which only God could know with certainty?

No, because we are considering not his subjective and internal intention, but his objective and exterior intention. Strictly speaking, we are not judging the reasons which motivate him to do what he does, but merely the habitual tendency of the actions he posits. The personal motives are extrinsic to one’s actions, and often uncertain. The objective end of external actions is, however, intrinsic to it and can be easily judged upon examination of the person’s words and actions. Hence, one may sometimes be uncertain as to why a person desires to marry: would it be to found a Catholic family, or for the sake of the future spouse’s money? In either case, the person would still intend to marry. Hence, while one might not be sure as to why a person wants to marry, it could be clear that this person does indeed want to marry. In the same way, why someone would accept to become the pope is in itself irrelevant to the present argument: would it be sincerely for the greater glory of God? Would it be motivated by pride and ambition? Would it be motivated by the love of comfort and riches? These personal motives, which could coexist to some extent, are subjective and often difficult to judge. But what is common in all of these cases is that the person objectively accepts to become the pope anyway. This is the objective intention, manifested by the very action itself.

22. What is wrong in the intention of Francis?

The Thesis maintains that the objective intention of Francis is incompatible with the acceptance of the papacy, because this intention does not correspond to what the papacy is. The act of acceptance of the papacy is an act which must not only be manifested externally, but which must also be internal, just like any other moral action. If you commit a sinful action without any knowledge or consent, for example, you do not truly sin. If you eat meat on a Friday thinking it was a Tuesday, you do not truly sin. Thus, to express the fact that you did not truly sin, moral theologians say that you did not sin formally , but only materially (that is, as to merely the external action). In a like manner, if someone should accept to become the pope thinking that the papacy is some sort of humanitarian leadership, that person would not have truly accepted the papacy, because his consent was not given to what the papacy truly is, but to this false notion. The Thesis maintains that Francis, when giving an external acceptance to his election, did not truly accept the papacy as it is, as it was established by Christ, but rather, he accepted some sort of humanitarian worldwide enterprise, as is evident by his many statements and actions. This is particularly evident in his renouncing the title of vicar of Christ. For to be the vicar of Christ is not for the pope a mere honorific title, but its very definition. Someone who does not want to be the vicar of Christ manifestly does not want to be the pope.

By analogy, a man who accepts to be the captain of a ship, but who has the intention of deliberately sinking it, would forfeit any authority over the ship itself. The office of captain is essentially ordered to convey a ship safely to its destination. To be the captain, it is necessary to intend this end.

23. In this situation, how should we behave towards Francis?

Since he is not formally and truly the pope, he has no authority in the Catholic Church, and we should therefore ignore any of his teachings and decisions. And since he is actually imposing modernism on the faithful, he should be denounced as a danger to the faith and as a wolf killing the sheep.

For if he is truly the pope, then all of the Vatican II reforms are in perfect accord with the Catholic Faith, and must not be rejected or resisted. In other words, you cannot reject Vatican II but accept him as pope; conversely you cannot accept him as pope but reject Vatican II. Or as Bp. Robert McKenna used to say: “You cannot have your pope and eat him too.”

On the other hand, since he has been elected to become the pope, we cannot in the meantime elect another pope.

24. What are the practical consequences for me as a traditional Catholic?

In the practical order, one must continue to believe the traditional faith, observe the traditional disciplines of the Church, and receive the traditional sacraments. In particular, one must go only to the traditional Mass, offered by priests who do not mention Bergoglio’s name in the Canon of the Mass ( non una cum ), since to name him in the Canon of the Mass is tantamount to recognizing him as the legitimate vicar of Christ, and therefore implicitly recognizing the legitimacy of the Vatican II reforms and heresies.

[1] MacKenzie, The Delict of Heresy , The Catholic University of America, Canon Law Studies n. 77, Washington D.C. 1932, p. 91.

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Mossavar-rahmani center announces 2024 dunlop undergraduate thesis prize winner.

Aden Barton.

Courtesy Aden Barton

The Mossavar-Rahmani Center for Business and Government (M-RCBG) at Harvard’s Kennedy School of Government announced Aden Barton as the 2024 winner of the John T. Dunlop Undergraduate Thesis Prize in Business and Government.

Barton won for his thesis, “The Causal Effect of Welfare Retrenchment: Evidence from Medicaid and SNAP.” He is graduating from Harvard College this week with an A.B. in economics.

The John T. Dunlop Thesis Prize in Business and Government is awarded to graduating seniors who write the best thesis on a challenging public policy issue at the interface of business and government. The prize carries a $2,000 award.

This year’s winning thesis by Barton examines the ongoing Medicaid Unwinding, in which millions have been removed from public insurance based on a state’s caseload prioritization. He finds that disenrollment increases the likelihood of being on private insurance and of being uninsured, and reduces the likelihood of enrollees and disenrollees working in the last week by about 5 percentage points, as individuals likely reduced their labor supply to maintain eligibility. His findings also indicate an increased household financial strain, most conclusively by greatly raising the likelihood individuals delay medical treatment.

In explaining why the center chose to award the John Dunlop Prize to Barton, John A. Haigh, co-director of M-RCBG, said that “Aden’s thesis was impressive in its conception and execution. It represents the type of excellent analysis and policy recommendations at the intersection of business and government that we value so highly here at the center.”

John T. Dunlop, the Lamont University Professor Emeritus, was a widely respected labor economist who served as dean of the Faculty of Arts and Sciences from 1969 to 1973. An adviser to many U.S. presidents, beginning with Franklin D. Roosevelt, Dunlop was secretary of labor under Gerald Ford, serving from March 1975 to January 1976. In addition to serving as secretary of labor, Dunlop held many other government posts, including: director of the Cost of Living Council, (1973-74), chairman of the Construction Industry Stabilization Committee (1993-95), chair of the Massachusetts Joint Labor-Management Committee for Municipal Police and Firefighters (1977-2003) and Chair of the Commission on Migratory Farm Labor (1984-2003). Dunlop served as the second director of the Center for Business and Government from 1987 to1991. The Center, renamed in 2005 as the Mossavar-Rahmani Center for Business and Government, focuses on policy issues at the intersection of business and government. Dunlop died in 2003.

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Thesis Defense: Yuanheng (Henry) Wang, Martinez Group

"Modern Quantum Chemistry with GPU Acceleration"

Electronic structure is one of the key areas in the field of computational chemistry. It describes the arrangement of electrons around the nuclei, and can be used to model how the electrons and nuclei move over time. This typically requires a large amount of computation, thus necessitating the adoption of high-performance computing (HPC) systems. Graphics processing units (GPUs) have become increasingly popular in HPC clusters due to their ability to perform parallel computation efficiently. In this work, I will present our GPU-accelerated implementation for electronic structure calculations in the TeraChem software package, as well as how to leverage TeraChem’s efficiency for interactive applications.

One computational bottleneck for mean-field electronic structure calculations is the evaluation of the Hamiltonian integrals. We show our equation-to-code convertor, data structure and optimal parallel algorithm for GPU acceleration of the Hamiltonian integrals, which enables TeraChem, to be one of the fastest electronic structure packages. We also extend our package to support f type orbitals and Γ-point crystalline orbitals, thus permitting efficient simulation of large transition metal complexes and extended systems. Furthermore, we have developed an efficient and easy-to-use interface to TeraChem based on a server-client model, that permits other packages to use TeraChem as an electronic structure engine for molecular dynamics simulation.

The advantages of GPU acceleration are most evident when applied to interactive applications. We developed a real-time molecular dynamics visualizer, that utilizes virtual reality (VR) headsets to promote human perception of and interaction with the molecules. The users can exert forces on atoms to trigger reactions and visualize how the system responds to their applied impulse, thus exploring chemical reactions based on their chemical intuition. Additionally, the platform enables simulation of excited-state dynamics, allowing investigation of photochemical processes.

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HONORS PSYCHOLOGY RESEARCH

Decision Utilities of Effective Policy Strategy: The Impact of Message Framing and Authorship on Visual Search Dynamics in Climate Communications by Mackenzie Brady  (advised by Arjen Stolk and Kimberly Clark)

Are You Plugged In? Intergroup Competition Reduces Energy Consumption by Sade Franci s (advised by Luke Chang)

Can Psychosocial Interventions Preserve The  Lifespan of Individuals with Serious Mental Illness? Systematic Review of Accelerated Biological Aging in People with a Serious Mental Illness   by Julia Hill (advised by Karen Fortuna)

Examining the Interplay of Memory and Navigational Affordance on the Speed of Perceptual Awareness in Real-World Scenes by Adithi Jayaraman (advised by Caroline Robertson)

Metastereotyping, Anticipatory Epistemic Injustice, and Defensive Storytelling: Narrative to Bridge Social Divides by Anna Katherine Ray (advised by Emily Finn)

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People With Higher Depressive Tendencies are More Idiosyncratic in Their Neural Event Boundaries by Evan Bloch (advised by Emily Finn)

The First Comprehensive Case Study of Developmental Prosopometamorphopsia (PMO) by Sydney Fortner (advised by Brad Duchaine)

Determining the Role of Monocytes in Parkinson's Disease-Related Neuroinflammation   by Isabella Fox (advised by Matthew Havrda)

Characterizing Dopaminergic Signaling in the Nucleus Accumbens Core Across Different Sign-tracking responses using Fiber Photometry   by Daniela Garcia (advised by Kyle Smith)

Using a Deep-Phenotyping Approach to Test the Efficacy of an Enhanced Acceptance-based Mindfulness Strategy for Pain Across Multiple Body Sites by Sreekar Kasturi (advised by Tor Wager)

Center for Environmental Research and Technology

We Engineer Excellence

Join us for a presentation and defense by Brenda Lopez Reyna, as she defends her Ph.D. thesis at the Center for Environmental Research and Technology (CE-CERT).

Details: May 24th, 2024 @ 10-11 AM, CE-CERT RM 105

Title: Real-World Characteristics of the Non-Tailpipe Brake Source During Near Road Environments and Onboard Sensing Activity

Abstract: Brake and tire wear particulate matter (PM) represent a large fraction of road traffic pollution from vehicles. Road traffic pollution is often associated with tailpipe sources from diesel and gasoline-powered vehicles. Although this contribution has drastically decreased over the years due to the implementation of stringent regulations and technological advancements, it is not the sole source of traffic pollution. The non-tailpipe sources, brake and tire wear, generate particle emissions through abrasive wear during vehicle driving activity. These emissions are not actively regulated and are a concern to near-road communities as their contribution to traffic-related emissions has surpassed their tailpipe counterpart.

This research investigates the real-world characteristics of the non-tailpipe brake source during near-road environments and onboard sensing activity. Non-tailpipe sources contribute to airborne particulate matter concentrations and are reported to contain traces of heavy metals. Emitted particles that settle onto road surfaces can be mixed and resuspended with road dust. Long-term exposure to particulate air pollution is known to cause adverse health effects due to their size and chemical composition toxicity. This research provides results of metal contents and size distributions of brake and tire wear particles found in ambient PM2.5 and PM10 at near-road environments for two major highways in California. Prior research efforts have focused on measurement from laboratory tests to examine non-tailpipe source emissions. Findings show that brake wear PM is dynamic and dependent on brake activity such as braking intensity, temperature, brake lining materials, vehicle weight, and vehicle vocation. Therefore, it is important to characterize brake emissions by first understanding the real-world brake activity. This research investigates strategies to establish a test method and analysis for brake activity measurements of heavy-duty vehicles. The brake fluid pressure and brake pad temperature were measured for a heavy-duty vehicle using chassis dynamometer test cycles and on-road driving tests.

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May 21, 2024

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New thesis shows Lynch syndrome should be seen as a common condition

by Karolinska Institutet

Sophie Walton Bernstedt from the Gastroenterology and Rheumatology Unit at the Department of Medicine, Huddinge (MedH), is defending her thesis "Risk factors for colorectal cancer and the impact on life in Lynch syndrome," on 24 May, 2024. The main supervisor is Ann-Sofie Backman (MedH).

"We have investigated various risk factors associated with the development of colorectal cancer in Lynch syndrome and what it is like for these patients to live with a greatly increased cancer risk," says Walton Bernstedt.

"There is likely still a large number of patients yet to be identified with Lynch syndrome. It is necessary to identify these patients in time in order to prevent and detect early stage cancer by preventive procedures.

"By implementing routines in follow-up services for this group of patients it is possible to create optimal conditions for early detection. These routines include bowel preparation , but also the quality of the procedure, adaptation to genetic risk but also accommodating psychosocial needs among patients.

"Lynch syndrome no longer should be considered a rare condition. By increasing the knowledge of hereditary cancer in the public we hope to increase the efficiency of cancer preventive measures ."

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School of Criminology

Congratulations to Korrie Grant on successfully defending her MA thesis

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Congratulations to Korrie Grant for successfully defending her MA thesis titled “Learning to Walk in a Good Way: A White Occupier’s Path to Decolonizing Criminology”.

The TRC (2015) and National Inquiry (2019) call on settler-Canadian educators, researchers, students, and criminal justice system members to address the genocides against Indigenous peoples. This thesis explores how criminology can work with and for Indigenous peoples in research, what a decolonizing lens in criminology might look like, and how the discipline can walk in the good way in addressing the MMIWG. Between 2018-2024, I participated in 20 workshops, conferences and lectures and 14 conversational dialogues to explore these subjects. I then employed Absolon’s Flower Petal Framework to frame what I learned. This experience showed me settlers need to: learn where we have come from to embrace the teachings to walk in the good way; understand where we are to see the siloed stories and experience transformative learning for reconciliation (TL4R); and act in alignment with Indigenous resurgence to work on the ‘next now’ for the next seven generations.

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