part iii essay titles

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• Natural History in the Age of Revolutions, 1776–1848
• In the Shadow of the Tree: The Diagrammatics of Relatedness as Scientific, Scholarly and Popular Practice
• The Many Births of the Test-Tube Baby
• Culture at the Macro-Scale: Boundaries, Barriers and Endogenous Change
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Part III students are required to submit four essays and a dissertation, as follows:

• Two Research Papers , each of not more than 5,000 words, on topics chosen in discussion with a supervisor and approved by the HPS Board. Each Research Paper must fall into a different one of the ten designated subject areas . Research Paper 1 is due on the Monday of Week 7 in Michaelmas Term, and Research Paper 2 is due on the Monday of Week 7 in Lent Term.
• Two Set Essays , each of not more than 2,500 words, covering topics treated in the Part III/MPhil lectures. The list of questions will be issued at the end of Week 7 of Lent Term, and the essays will be due a week later. Choose two questions from a list of 14.
• A Dissertation , of not more than 12,000 words, on a topic chosen in discussion with the supervisor and approved by the HPS Board. The Dissertation is due at the beginning of Week 5 of Easter Term.

All word counts include footnotes but exclude the bibliography and prefatory matter.

The two Research Papers must be in different subject areas . The Dissertation may be written in the same subject area as one of the Research Papers, but it must address a different question and it must show evidence of a substantial new research effort. Any use of the Research Papers or Set Essays in the Dissertation has to be appropriately referenced, just like any other primary or secondary source.

Supervision

Senior members and associates of the Department supervise work for the Research Papers and Dissertation. Supervisions are not available for the Set Essays but are offered for the seminars on which the Set Essays are based.

The Department publishes a list of members of the Department and associates who are willing to supervise Part III work, together with the topics on which they are prepared to supervise.

Dissertation and essay supervisors

If you would like to work with an external supervisor – someone who is not a member of the Department – you must obtain permission from the Part III Manager.

Your supervisors will see you on a very regular basis, but it is up to you to schedule those meetings according to your needs. As a rule of thumb, you can expect the following supervisions:

• 3 for each Research Paper;
• 4 for the topics in the Part III/MPhil lectures, in groups of 2–3, but none for the two Set Essays themselves;
• 4 for the Dissertation.

Supervisions are designed to provide you with the opportunity to set your own agenda for your studies. The supervisor's job is to support your research, not to grade your work; your submitted work will be examined by others. Your supervisor for any one piece of work is never allowed to examine it too.

You are not permitted to work with the same supervisor for more than two pieces of coursework.

Topic forms

Online topic forms for the Research Papers and Dissertation will be available on Moodle .

You should complete each form by stating the topic, selecting one of the ten subject areas , and entering the name of your supervisor.

The deadline for completeing each form is shown on key dates and deadlines .

Changing the topic

To change the topic, subject area or supervisor of a Research Paper or the Dissertation after you have submitted the topic form you must apply for permission; permission is not automatically granted. See key dates and deadlines for the last dates for changing topics.

To change the topic, subject area or supervisor, you should complete the request form . The request must be approved by the Part III Manager.

The University and the Department of History and Philosophy of Science take plagiarism very seriously. Please read our advice about what plagiarism is and how to avoid it.

Plagiarism guidelines

The Department uses the text-matching software Turnitin UK to blanket screen all student work submitted in Moodle.

Use of Turnitin UK

Referencing

For guidance about using correct and consistent referencing, see this page:

Human participants

If you are planning to collect data from human participants, or use data collected from human participants, you will need to plan well in advance to ensure that you have obtained ethical approval before starting work on your project and have given consideration to how you are going to handle the information you collect.

Working with human participants: ethical approval and data protection

Examined work should be uploaded to the 'HPS Part III Coursework' site on Moodle before 12noon on the day of the deadline. Paper copies are not required.

Please note:

• The work should have numbered pages, footnotes and a bibliography.
• You cannot upload more than one file for each submission.
• The following file formats are accepted: DOC, DOCX, PDF, RTF.

All work will be marked anonymously, so it is important that your name does not appear anywhere on it.

For the Research Papers and Dissertation, please give the following information on the first page:

• Subject area (the same as the one you selected on your topic form)

For the Set Essays, you should give the question number, title and word count.

You are advised to check your email the day after you have submitted to ensure there are no queries about your work.

Please note that the Department will retain a copy of your work and may make it available to future students unless you make a written request to the contrary to the Departmental Administrator.

The word limit is 5,000 for each Research Paper, 2,500 for each Set Essay, and 12,000 for the Dissertation.

All word limits include footnotes but exclude the bibliography and prefatory matter.

Figures may be included in the work and should contribute to the argument. They should be captioned only so as to specify the source; such captions are excluded from the word count. Formulae may be used where appropriate and are also excluded from the word count.

The word limit is strictly enforced. Each piece of work will be inspected to ensure that the word limit has been respected. If work is over the limit, a mark will be placed at the point where the word limit has been reached. Examiners reserve the right to stop reading when they get to that point.

The Department uses Microsoft Word to check word counts. If you use coding software, such as LaTeX, you should be aware that this software may give a different word count. You may find it helpful to use TeXcount , an online tool that analyses LaTeX code to provide an accurate count of words, formulae, captions and footnotes. If using software other than Microsoft Word you should submit a screenshot to demonstrate the word count from the software used.

Extension of submission dates

All requests for an extension to the submission date for coursework must have a good reason and must be supported by a College Tutor or Director of Studies, otherwise a zero mark will be awarded. Extensions for the Set Essays are not generally permitted; in unusual circumstances students may apply to the department for an extension to a single Set Essay.

Where an extension is granted, the deadline is 12noon on the new date.

For an extension of up to seven days for a Research Paper or the Dissertation the student should complete the coursework extension self-certification form .

For an extension of up to seven days for one Set Essay the student should download and complete the extension form . The form must then be signed by the College Tutor and the Course Manager.

For an extension longer than seven days the College Tutor/DoS must make a case to the Examination Access and Mitigation Committee .

Students are reminded that extensions are not cost free : they reduce the amount of time you can devote to subsequent pieces of work, limit opportunities for you to receive feedback and participate in other aspects of the course, and may delay the approval of your degree. A granted extension does not mean that your supervisor will be available beyond term time.

Policy on data, editions, translations and bibliographies

An essay or dissertation should be self-contained, including or citing all information needed for an examiner to follow its argument.

The word limit normally includes text and footnotes but not the bibliography. However, in certain cases permission may be obtained for materials relevant to the argument of the essay or dissertation to be submitted for the information of the examiners in the form of an appendix, with such materials excluded from the word count. Materials falling into this category may include primary source materials (texts and images) that are not readily accessible, transcriptions, translations, questionnaire responses, statistical tables, formal proofs, technical descriptions of objects, analytical bibliographies and other data produced by the candidate that they wish to make accessible.

Conversely, material contributing to the word count should normally consist of the candidate's own discussion and analysis of such materials. Exceptionally, when a critical edition or translation, a formal proof, an analytical bibliography, or a technical description of objects and their provenances is based on substantial original scholarship and cannot be easily separated from the argument of an essay or dissertation, permission may be obtained for it to be included within the body of the essay or dissertation, hence contributing to the word count. No more than one third of an essay or dissertation should consist of such material.

Applications for such permissions should be sought, in consultation with the supervisor, from the Senior Examiner via the Part III Manager.

Feedback to Part III students

During the course of their studies, students receive feedback in person from their supervisors, and from the Course Manager, as well as from termly online supervision reports. Research Paper 1, which is the first piece of work, is examined prior to the end of the Michaelmas Term in order to provide students with early feedback on their performance so they can gauge the level of achievement which the course requires, and so they have reliable pointers as to future applications for the PhD, whose deadlines are often early in the academic year. The Set Essays and Research Paper 2 are examined together at the end of Lent Term. At this meeting provisional marks are agreed for both Research Papers and the Set Essays, and feedback on this component of the course is available shortly afterwards.

After each Examiners' Meeting, the Part III Manager meets with students, reports the provisional agreed class and provides copies of the non-confidential parts of the examiners' reports. At these meetings the work is discussed and examiners' remarks are put in context for future work. Students may contact their supervisor after this meeting if they want to discuss the reports in more detail.

Marks are subject to moderation up until the final Board of Examiners meeting in mid/late June. At the end of the course the Department provides students with an informal transcript with details of each of their individual marks. Formal transcripts can be downloaded from CamSIS.

Feedback on the overall performance of each year is provided by Senior and External Examiners' Reports which are submitted at the end of the year. Students may find it useful to see examiners' comments on the previous year's work, particularly mark distributions and recommendations.

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Best Tips on How to Title an Essay

How to Make a Good Title for an Essay

The success of an essay heavily depends on its title. This may not come as a surprise given that the essay title is the first aspect to provide the reader with a sneak peek into the text. It piques our interest to read the paper in the first place and gives us a preview of what to expect from the author.

Our research paper writing help prepared a thorough guide on how to title an essay. Here you may find tips and tricks for developing an effective APA or MLA essay title. So, let's dive straight into the article for more exciting details!

Essay Title Format

During your essay writing process, ensure you know the stylistic requirements before beginning an essay. Knowing the format you need to employ is crucial because different style manuals may have varying requirements. Mostly, you could have used an APA or MLA essay title format. Our service, where you can buy essay online , explains these two in more detail below.

Essay Title MLA

If you're required to create an essay title MLA format, check whether your instructor wants you to make a separate cover page. If not, put a heading at the beginning of your work that includes your name, the name of your professor, the course ID, and, lastly, the date.

On the other hand, if you must present a cover page for your essay title MLA, then you need to include the following:

• The name of the college
• The title of your paper
• The subtitle of your paper, if applicable
• Your first and last name
• Your teacher or professor's name
• The class name or course number
• The date the paper is due

The formatting instructions are as follows:

• Double-spaced
• Times New Roman font
• Size 12 font
• Apart from very short terms, each word's initial letter should be capitalized. The initial word, however, must always be uppercase.
• The title page shouldn't include a header with the page numbers.

Essay Title APA

Having discussed the MLA format essay title, let's explore what the APA student title page includes:

• The paper title
• Author names
• Institutional affiliation where the author carried out the study
• Name and number of the course
• Professor name
• Page number

The title of an essay format instructions:

• double-spaced
• 1" margins
• 12-point Times New Roman
• According to APA, your title should be targeted and brief, without unnecessary words or abbreviations

How to Choose a Good Title for an Essay: Important Qualities

Nobody will read a dull headline. Your title should grab your audience's attention and encourage them to read the rest of the work. As it is one of the initial things readers see, having a strong attention grabber is essential when writing an essay from scratch. To fully understand how to come up with a title for essay that is strong and exciting, let's consider a few following factors:

Employ a Catchy Hook - Usually, the title of essay format follows a similar basic structure, especially if they are used for an academic article. The hook serves as a unique component that attracts the reader. It's a captivating statement informing others about the topic of the essay. You can also explore several types of sentences with examples that can help you develop the ideal hook structure.

Consider Topic Keywords - These are essential terms or expressions pertinent to your subject and help your reader understand the focus and body of your article. These focus keywords should serve as a brief, one- to two-word article summary. You can choose some terms from the research topic your instructor gave you, but after your thesis statement is formed, this is where you should hunt for ideas.

Use a Colon - A colon is frequently used in academic titles to separate concepts and sentences. The standard procedure is to place a clever remark or brief quotation before the colon. Although these beginning words offer flavor, they can be overdone. Because of this, some individuals find using the colon to be repugnant. Therefore be careful not to misuse this method.

Ask a Question - To write essay title that is strong, consider asking a question. But, use it with caution because posing a question will make your tone less formal. As long as the question is suitably phrased to meet the subject of your essay, feel free to employ it. Always check to see if the title question still applies to your points in the essay's body. The thesis statement should be appropriately reflected as well.

Find Inspirational Quotes - There is no formula for selecting essay titles from the textual content. You may get playful and choose any quotation, proverb, or catchphrase that applies to your particular publication and works as a title. You may also create a great essay title using well-known expressions or idioms. Doing so will help your readers relate to and feel more comfortable discussing your subject.

Here are other rules for how to create a good title:

• Title every section of writing: In the process of writing, create interesting subheadings to give your paragraphs an identity. Also, they make your text look ordered and clear. 
• The title must bear the theme of the text: choose a title that summarizes the essay. 
• Capitalize all words with certain exceptions: Capitalize the first letter of every word in the title, but do not capitalize pronouns, articles, prepositions, and conjunctions.
• Avoid underlining the title: Since topics come in boldface, underlining it will amount to overemphasis. Some authorities say that if you must underline it, do not bolden it.
• Review the final version of the title: Do not forget to do a quick review of the final version of the title—check for grammar, structure, spelling and so on. Re-read it to determine if the title has given justice to the essay. Confirm if the topic is catchy enough to attract your reader’s attention. 
• When using a colon in your title, follow the rules: Since we are dealing with punctuation rules here, let us talk about the colon – when you have two eye-catching topics, separate them with a colon.

Student’s Guide on How to Come Up with a Title for an Essay

Titling an essay can be easy, but there are a few core principles to be taken into account. The following tips will help you stay on track and avoid any common pitfalls.

Essay Goes First

Never start with a title! If you write it before the rest of the text, it will be based on it, and it should be vice versa. Writing an essay before choosing a heading will give you a clear understanding of what should make sense to the reader. Re-read the finished paper several times to decide on the title. The last thing to create is a title - such strategy will give more time to spend on crafting an essay outline, conducting research, or writing the paper itself.

What are you writing about? What is the style of your paper, and is it an academic essay or a free-form essay like a narrative essay? If the topic of your essay is “Do people who commit heinous crimes deserve the death penalty?” your title should not be humorous; it should be strict and to the point.

If your topic is “Why do people like watching funny cat videos?”, feel free to craft a funny title. Determine the tone of your essay and base your title on it—in consideration with the essay’s topic.

The tone can be:

• Serious - “The implications of global warming”
• Funny - “How cats and dogs love their masters”
• Amiable - “Ways to fight depression”
• Persuasive - “Why positive thinking is a must have skill for every person”
• Informative - “Ten rules for creating a chemical at home”

The main goal of a title is to name its paper. There is no need to tell an entire story in the title, or provide any useless details. Sum up your paper in a few words! Another way to do this is to sum up your thesis statement, as it represents the main idea of your essay. Take your thesis and squeeze it into 3-4 words. Imagine that you are creating a title for your favourite newspaper or a slogan for Coca-Cola.

Don’t use fancy words! Take 2-3 main words (keywords), put them together, and stop wasting your time. Avoid jargon and abbreviations.

Search engine optimization (SEO) is something that can help any student and young writer reap benefits. While working on a title, detect the words related to the central idea of the paper. Type the words into the search field of Google and add the word “quote.” A search engine will show numerous web pages with in-text quotations that could be useful. Select the fragment you like. It is possible to learn how to make a creative title for an essay in this way.

Discover several more tips from experts:

• Never forget the “What,” “Who,” “When,” “How,” “Why,” and “Where” questions (if you start with one of these questions, your title has a chance of getting noticed);
• Come up with an unexpected image not related to the selected topic;
• Sometimes, starting with a lie increases the chances of a title being able to catch an eye;
• Review our catchy essay title examples.

Need Some Help With Your Essay's Title?

Feel free to contact EssayPro and we will provide you with a writing help at a moment’s notice. With the years of essay writing experience, titling becomes second nature, so you no longer need to worry about having a catchy headline on your paper.

Essay Title Examples: Bad vs Good

The strongest essay titles condense lengthy essays into concise statements. When wondering how to make an essay title, think carefully about your stylistic choices and essay format to produce an excellent one. Our dissertation help has provided essay title examples to let you understand the difference between good and bad ones more vividly.

Bad Essay Title Examples

As we discussed how to create an essay title and the specific elements that go into it, you should have a clear idea of how important it is to craft a strong title. In contrast, first, look at weak essay title ideas that can break your paper. This should serve as an example of why your heading should not be like this:

Ex 1: ' How Television Has Changed Our World ' - too vast and not informative

Ex 2: 'The Ara Pacis Augustae' - unclear for those who don't know Latin

Ex 3: 'The Most Poisonous Frog' - does not provide any insight

Ex 4: 'A Brief History of Subcultures and How They Manifest Themselves in a Constantly Changing Socio-Economic Environment' - too long and complicated

Ex 5: 'The Little Mermaid 29 Years Later: Selling a Harmful Sexist Message Through a Naughty Image' - inappropriate language

Good Essay Title Examples

Now that you know what a bad essay title looks like, let's explore good essay title examples as their substitutes. Examine the following essay title format styles that will give you a clear understanding.

Ex 1: ' The Electronic Babysitter: A Social History of Uses of the Television' - gives an exact description of what the essay will be about

Ex 2: ' The Modern Historical Significance of the Ara Pacis Augustae to the City of Rome' - here, the reader can understand what they will be reading about

Ex 3: ' A Deadly Beauty: The Evolution of Skin Coloration and Toxicity of the Poisonous Dart Frog' - clear, informative, and on-point.

Ex 4: 'Reconsidering Counterculture in Contemporary Society' - informative enough and brief

Ex 5: 'The Projection of Gender Stereotypes in The Little Mermaid' - employs appropriate language

Catchy Essay Title Ideas

You now understand that long, complicated headlines do not accurately convey the paper's main idea. Take ample time to consider the word choice before tilting your work. How do you create good essay titles? Think creatively and with common sense. But meanwhile, for your convenience, we compiled title ideas for essays you may use as inspiration.

Persuasive Essay Titles

• Why Receiving College Education is Important: Examining Long-term Benefits
• Face-to-Face Courses Cannot Be Replaced by Online Learning
• An MBA Does Not Ensure Corporate Success.
• Every Company Should Adopt a Green Strategy.
• Energy Drinks Represent a Lucrative Market Segment.
• Aircraft, Excess Weight Charges, Need to be Prohibited.
• Patients' Life Shouldn't be Put to Death by Nurses.
• Google Glasses May Increase the Number of Auto Accidents.
• All of the Conventional Malls Will Soon be Replaced By Online Shopping
• How Do Team-building Exercises Contribute to the Development of Inventions?
• Illegal immigrants are entitled to remain in the US.

Academic Essay Titles

• Several English Dialects: The Link Between Various Cultures
• Instagram: A social media innovation
• Is it possible to reverse drug-induced brain damage, and if so, how?
• What the Future Holds for Humans in the Light of Artificial Intelligence
• The Story of Two Nations after Decades of Conflict: North and South Korea
• Video Games and Their Learning Context in Schools
• Free Wi-Fi: Strategies for Enhancing the City's Economy

Strong Research Paper Titles

• Digital World Cybersecurity
• E-business to Provide New Paths for Booksellers
• Outsourcing for Large Businesses
• Preparing for College Costs for High School Students
• What News Reporters Should Do in the Digital Age and How to Do It: Examples
• The Transformative Power of Music: How Heavy Metal Impacted My Life

Best Essay Titles for College Students

• The Possible Benefits and Risks of Artificial Intelligence for Humans
• The Potential for Time Travel in Virtual Reality
• What Role Has Mathematics Played in Human History?
• How to Succeed in the Real Estate Industry
• E-Commerce: An Empire of Virtual Businesses Worth Millions of Dollars
• How to Achieve Financial Independence in the Digital Age Without Opening a Real Business

More Creative Titles for Essays

• When getting rewarded for their grades, would kids do better left alone?
• How Does Fake News Impact the Mainstream press?
• Homelessness in Contemporary Society: A Dilemma
• What News Reporters' Best Job Is in the Digital Age and How to Uphold It
• Elon Musk: Brilliant Mind or Insane Person?
• Positives and Negatives of Employing a Smoker
• Do We Employ the Appropriate Student Success Metrics?

Professional Academic Help

Now that you know how to make a good title for an essay, you should also understand that you should approach the task as a process. While composing your essay title, you must condense your whole thesis and point of discussion into a single, concise, yet powerful sentence. If you have time before your deadline, give it some thought and don't hurry.

Don't forget that you can always rely on our professional academic assistance, whether you need a reflection paper , ideas for a strong essay title, or any other academic papers. Consider the following words - write my essay for me - magic keywords for delegating your most complex tasks to our skilled writers!

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Titles, Introductions, and Conclusions

Titles should be specific and clear, and the quickest path to this is composing a title that states your exact subject. If you can also hint at your thesis in the title, it becomes that much more effective. Examples:

• The Extinction of Bees
• Peer Review in Writing Classes
• Why We Need Fantasy Literature
• Video Games and Art
• Video Games Can Never Be Art

In academic writing, it is also common to have a two-part title that consists of (1) a vivid or curious glimpse of some aspect of the subject and (2) a straightforward statement of the subject. This is generally used for longer essays, such as those comprising more than 2,000 words.  Examples:

• Hashtag I’m Fired: Employment in the Era of Social Media
• Sanity in the Eye of the Beholder: The Dynamics of the Unreliable Narrator in “The Tell-Tale Heart”

Remember that titles are an opportunity to control interpretation of your essay. Consider how the titles of films do this: What is the film Forrest Gump about? Most would agree it’s about the life of Forrest Gump. But what would the common answers be if the title had been Me and Jenny ? It would probably be called a love story, which it kind of is given that title. Or what if it had been titled Me and Lieutenant Dan ? Then it would probably be a buddy picture about friendship, which it would be given that title. Use this quality of titles to guide your readers’ interpretations.

Introductions

Audiences want a clear idea of what they’re about to get into, what to expect, and what is so interesting about it, so use the introduction to give all of this to them. Brief introductions are typically the best, which means the first paragraph will often be the shortest in the essay.

The most common strategy in an introduction is to move from the general context to a specific point. This often feels natural for writers and readers, so much so that we even see this kind of strategy in movies and shows: visuals of the whole city first, then of the one building, then of the specific room with the focal characters. In an essay, this works by first stating general facts or ideas about the subject. Then, as you move deeper into your introduction, you gradually narrow the focus, moving closer to your thesis. Moving smoothly and logically from your introductory remarks to your thesis statement can be visualized as a funnel-like structure, as illustrated in the diagram below:

Watch closely for the excellent use of this strategy in this example:

J. R. R. Tolkien’s  The Lord of the Rings  has sold around 150 million copies worldwide, which makes it one of the bestselling fiction novels of all time. Some even claim it is the greatest book of the twentieth century. While Tolkien’s Middle-earth novels continue to grow in popularity, many scholars still refuse to take them seriously. Most critics not only disregard, but despise them with a fiery passion. Critics of the younger generation focus on the supposed social problems in Middle-earth, such as racism or sexism. But the most astounding criticisms come mostly from the older generation of literary critics, who claim that Tolkien’s writing is just awful. Edmund Wilson argues in “Oo, Those Awful Orcs” that  The Lord of the Rings  is nothing but “juvenile trash.” In the introduction to  Bloom’s Critical Modern Interpretations: J. R. R. Tolkien’s The Lord of the Rings,  Harold Bloom claims that Tolkien’s writing style is “stiff, false archaic, and overwrought.” Bloom is “not able to understand how a skilled and mature reader can absorb about fifteen hundred pages of this quaint stuff.” These criticisms are as absurd are they are comical. If anything,  The Lord of the Rings  is anti-racist and anti-sexist and beautifully written. Of course, the merit of any work is, in essence, subjective and tastes differ. But what is the cause of both the contemptuous criticisms and unwarranted indifference toward  The Lord of the Rings ?

–Lauren Stengel, “Why We Need Fantasy Literature”

Notice that the first sentence isn’t about Stengel’s point directly but is instead a way to generally contextualize what she is about to say. Then each sentence gets more and more specific until we are left with an exact notion of what her position is and what she plans to explore about it.

Another strategy is to add something of specific and immediate interest right before this general context. This is done by employing the Classical advice of beginning i n medias res , which means to start in the middle of things. Immediately offer a glimpse at a specific idea, example, or scenario that delves deep into a fascinating aspect of your subject, even if the meaning of it is not yet clear. In choosing this glimpse, consider that which is surprising, counter-intuitive, or vivid. This is often called “the attention grabber,” but that phrase is often misunderstood, for multitudes of student writers have written statements and questions that they find extremely boring yet have told themselves they are doing so for the benefit of readers in order to “grab their attention.” The problem stems from assuming that readers are boring. They aren’t; they’re interesting, and they want to read interesting ideas. So bring up the ideas that are actually interesting. Don’t use false questions, such as those about the reader’s personal experience, those that have obvious answers, and those for which you won’t attempt specific or compelling answers.

Bad Example:

This brings up a point that demands more explanation, which means it demands the continued interest of the audience. Most audiences would like to hear what is not in the Bible that they had thought was in there. And the follow-up sentence offers some clear expectations of points to come.

After that beginning (whether or not you added the glimpse of beginning in medias res  before your general context), s tate the main claim of your entire essay in a single sentence, which is also called your thesis . Your claim should take a position or make a point about the subject, often by confirming or denying a proposition. Remember not to use a question or a fragment as a thesis, for those do not state points. Also make sure to state your exact position on the subject, which is what a claim or thesis is, rather than simply stating the subject. See the section Thesis for more information.

After you have made your claim or thesis clear, offer an essay map . This is the strategy of briefly naming the main points of the paragraphs to come, stating them in the same order that they will use in the body of the essay. Avoid referencing your own essay or your own assignment, as with phrases such as, “in this essay,” or, “for my assignment,” or, “I will discuss.” Instead, state your main points by discussing the subject itself rather than by discussing yourself writing it or the essay that contains it. Remember not to get detailed here either; save the details for the body paragraphs.

Conclusions

Conclusions can be just as vital as any other part of an essay, and often the most vital part, so avoid the natural temptations to short-cut at the end. Two common short-cuts to avoid are mere stopping, and merely repeating. The conclusion that simply stops discussing the ideas at some point has failed to conclude them, as has the conclusion that simply re-states what has already been said in the essay.

The best way to conclude is through emphasis : find a new way to encapsulate the most important ideas that have been conveyed in the essay. This does not mean introducing new ideas, which would add confusion, but instead to help readers see what is most important in all that has been discussed, or what is the most important way to understand it all.

One good strategy for this is to use a brief and poignant phrase or quotation. Another good strategy is to use a metaphor: description of an interesting image that stands for an important idea.

As you work through your conclusion, note that this is the best place for humility . Be honest in admitting short-comings in your ideas, explanations, or comprehensiveness. This approach in an introduction can leave the impression of an unsure or unfocused writer, but after a succession of clear ideas throughout an essay, humility in the conclusion shows a writer who is honest and thoughtful. This is not to be confused with contradiction, false humility, self-deprecation, or un-rebutted opposition. Instead, the humility of honesty is the aim here.

Finally, try using the tone of elevation: hint at higher, nobler possibilities relating to your subject. Some of the greatest writers and speakers in history have used this strategy in their conclusions, as can be seen in many of the readings in this textbook and beyond. For some technical information on how to achieve this tone, see the section Rhythm of Threes.

Common errors in conclusions include the following:

• Ending on a minor point or detail
• Introducing new material
• Contradicting your thesis
• Changing your thesis
• Issuing commands, getting aggressive, or sounding exclamatory

Ending on a minor point or detail drives the entire essay off-topic because it suggests something other than the main idea as the most important. Move minor points and details to the appropriate body paragraph.

Introducing new material in your conclusion has an unsettling effect on your reader. When you raise new points, you make your reader want more information, which you could not possibly provide in the limited space of your final paragraph.

Contradicting or changing your thesis statement causes your readers to think that you do not actually have a conviction about your subject. After all, you have spent several paragraphs adhering to a singular point of view. When you change sides or open up your point of view in the conclusion, your reader becomes less inclined to believe your original argument.

Issuing commands, getting aggressive, or sounding exclamatory works against the aims and expectations of academic argument, for it shows the writer’s failure to trust the points and support the essay has offered, as well as the failure to trust in the capability of the audience to use their own minds appropriately.

The Writing Textbook Copyright © 2021 by Josh Woods, editor and contributor, as well as an unnamed author (by request from the original publisher), and other authors named separately is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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What is the difference between a solar eclipse and a lunar eclipse?

It almost time! Millions of Americans across the country Monday are preparing to witness the once-in-a-lifetime total solar eclipse as it passes over portions of Mexico, the United States and Canada.

It's a sight to behold and people have now long been eagerly awaiting what will be their only chance until 2044 to witness totality, whereby the moon will completely block the sun's disc, ushering in uncharacteristic darkness.

That being said, many are curious on what makes the solar eclipse special and how is it different from a lunar eclipse.

The total solar eclipse is today: Get the latest forecast and everything you need to know

What is an eclipse?

An eclipse occurs when any celestial object like a moon or a planet passes between two other bodies, obscuring the view of objects like the sun, according to NASA .

What is a solar eclipse?

A total solar eclipse occurs when the moon comes in between the Earth and the sun, blocking its light from reaching our planet, leading to a period of darkness lasting several minutes. The resulting "totality," whereby observers can see the outermost layer of the sun's atmosphere, known as the corona, presents a spectacular sight for viewers and confuses animals – causing nocturnal creatures to stir and bird and insects to fall silent.

Partial eclipses, when some part of the sun remains visible, are the most common, making total eclipses a rare sight.

What is a lunar eclipse?

A total lunar eclipse occurs when the moon and the sun are on exact opposite sides of Earth. When this happens, Earth blocks the sunlight that normally reaches the moon. Instead of that sunlight hitting the moon’s surface, Earth's shadow falls on it.

Lunar eclipses are often also referred to the "blood moon" because when the Earth's shadow covers the moon, it often produces a red color. The coloration happens because a bit of reddish sunlight still reaches the moon's surface, even though it's in Earth's shadow.

Difference between lunar eclipse and solar eclipse

The major difference between the two eclipses is in the positioning of the sun, the moon and the Earth and the longevity of the phenomenon, according to NASA.

A lunar eclipse can last for a few hours, while a solar eclipse lasts only a few minutes. Solar eclipses also rarely occur, while lunar eclipses are comparatively more frequent. While at least two partial lunar eclipses happen every year, total lunar eclipses are still rare, says NASA.

Another major difference between the two is that for lunar eclipses, no special glasses or gizmos are needed to view the spectacle and one can directly stare at the moon. However, for solar eclipses, it is pertinent to wear proper viewing glasses and take the necessary safety precautions because the powerful rays of the sun can burn and damage your retinas.

Contributing: Eric Lagatta, Doyle Rice, USA TODAY

'The Bad Batch' Makes the Worst Part of Star Wars Better

'The Bad Batch' has been able to address one of the most confusing aspects of 'The Rise of Skywalker' and turn it into a compelling storyline.

Editor's Note: The below contains spoilers for The Bad Batch Season 3.

The Big Picture

• The Bad Batch Season 3 showcases Emperor Palpatine's cloning experiments, revealing his sinister plan has been in the works for over three decades.
• The series delves into the tragedy of the clones, showing their victimization and the Empire's cruel treatment of innocent children.
• By introducing Dr. Royce Hemlock, a cold-hearted scientist, The Bad Batch creates one of the saga's best villains with deep moral conflict.

One of the greatest strengths of the Star Wars animated programming has been the shows’ ability to fill in the gaps in between theatrical installments in the franchise, giving the entire saga a greater sense of continuity. Star Wars: The Clone Wars helped flesh out the actual “war” that had only briefly been touched upon between the last two installments in the prequel trilogy, and Star Wars: Resistance helped develop the new Galactic Civil War that predated the events of the sequel trilogy. The period of time between the original and prequel trilogy is not an unheralded era, as projects such as Andor, Rogue One: A Star Wars Story, Solo: A Star Wars Story , and Star Wars Rebels have all tackled this period. However, The Bad Batch has been able to address one of the most confusing aspects of Star Wars: Episode IX - The Rise of Skywalker and turn it into a compelling storyline.

Star Wars: The Bad Batch

The 'Bad Batch' of elite and experimental clones make their way through an ever-changing galaxy in the immediate aftermath of the Clone Wars.

'The Bad Batch' Reveals Emperor Palpatine's True Clone Timeline

The Rise of Skywalker was hailed as a significant creative failure that turned away from the bold creative decisions made by writer/director Rian Johnson in the previous installment in favor of an overtly safe, predictable “return to form” that left few feeling satisfied. While the decision to cut down the screen time for fan-favorite character Rose Tico ( Kelly Marie Tran ) and the last minute redemption of Kylo Ren ( Adam Driver ) were certainly distressing, the most egregious sin of The Rise of Skywalker was the last minute resurgence of Ian McDiarmid as Emperor Palpatine . To quote Oscar Isaac ’s Poe Dameron, “somehow Palpatine returned,” and yet the revitalization of the franchise’s most recognizable force of evil was treated with little pomp and circumstance.

On a narrative level, bringing back Palpatine was a disappointingly “safe” way of relying upon an established antagonist instead of inventing anything new. The reveal of his survival also meant that the sacrifice made by Anakin Skywalker ( Hayden Christensen ) in Star Wars: Episode VI - Return of the Jedi held less weight. However, the logic of Palpatine returning through a series of cloned bodies was never introduced prior to The Rise of Skywalker . While obviously it had been established that Palpatine had played an important part in the inception of the Clone Army in the Star Wars prequel trilogy, the transfer of his consciousness to a younger body was never fleshed out in any detail. Attempts to explain the details of how his lineage continued only ended up raising more questions than it answered.

However, The Bad Batch showed the origins of Palpatine’s cloning experiments through the storyline focused on Mount Tantiss . The secret Imperial facility is where Palpatine’s latent science unit performs a series of radical tests on young clones now that the former cloning facility on Kamino has been destroyed. The reveal suggests a greater foresight on Palpatine’s part; it makes sense that the most ruthless and selfish Sith Lord of all time would be thinking about how to extend his reign from the moment that he first took over the Galactic Senate. This is proven further with his obssession over his former Master, Darth Plagueis the Wise's ability to influence midi-chlorians to create life. Luck may have been on his side , but Palpatine’s return to prominence in The Rise of Skywalker is revealed to be a plan that was over three decades in the works.

‘The Bad Batch’ Shows the Victimization of the Clones

While it’s nice to see that Dave Filoni and the creative team behind The Bad Batch are helping to break down the logic behind the sequel trilogy’s most confusing moments, it should not be the job of the Disney+ shows to exclusively retcon the last few film installments. The third season of The Mandalorian took a creative dip when it attempted to tie in Grogu and Dr. Pershing ( Omid Abtahi ) to the origins of the First Order. However, Palpatine’s cloning experiments in The Bad Batch are fundamentally linked to the main storyline. Since Omega ( Michelle Ang ) is considered a high profile target for Palpatine’s experiments because of her “high M-count,” it’s up to Hunter, Wrecker, Crosshair, and Echo to lead a mission to save her.

By showing how Omega’s body has become a commodity needed to extend Palpatine’s lifespan, The Bad Batch is able to delve deeper into the tragedy of the cloning programs . The clones themselves had no knowledge that they would be tools in the rise of the Empire, nor did they have any choice of having a life dedicated to military duty. It appears that the majority of the original clones of Jango Fett that were introduced in The Clone Wars have now been retired in favor of the new recruits that are seen in Rebels and the original Star Wars trilogy. However, the revelation that Palpatine is willing to experiment with innocent children indicates that the Empire still view the clones to be a secondary species that they can treat in whatever cruel fashion they see fit.

‘The Bad Batch’ Season 3 Has a Clear MVP—and It Isn’t Omega

‘the bad batch’ introduced one of the saga’s best villains.

Although the return of Ian McDiarmid ’s voice as Palpatine helps the series tie in to the larger saga, The Bad Batch could not overly rely on a villain whose destiny is already set in the later films. However, the introduction of his cloning programs allowed The Bad Batch to introduce Dr. Royce Hemlock ( Jimmi Simpson ), a cold-hearted doctor who becomes chief of Palpatine’s Imperial Science Division. Hemlock’s weaponization of science makes him squarely opposed to The Bad Batch on moral grounds — Clone Force 99 is trying to ensure that the other clones have their consciousness restored, Hemlock seems to have no empathy for his “test subjects.”

While The Clone Wars was ostensibly aimed at generating interest in the franchise among younger viewers, The Bad Batch has taken Star Wars animation in a far darker direction by showing the true consequences of fascism and discrimination. Although the ties to The Rise of Skywalker are a welcome means of bridging the gap between live-action and animation, the series itself has succeeded on its own merit.

The Bad Batch is available to stream on Disney+ in the U.S.

Watch on Disney+

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The timeline below provides a rough guide to what happens during the Part III year. By clicking on given links, you will find explanations about that particular event; or click on Explanation of timeline to review all the explanations together.

Explanation of timeline

Part iii calendar, before you arrive in cambridge (july-august-september).

• Prepare for the Part III year. See How to prepare for Part III
• Arrange for Grad Record Exams (GREs) if you think you might wish to study for a PhD in the US.
• Read the Unofficial Guide to Part III .

Michaelmas Term (October - December)

Christmas holidays.

• Get started on your essay.
• Review and revise Michaelmas term courses.

Lent Term (January-March)

Throughout Lent:  Cambridge Summer Research in Mathematics Programme lunch-time project presentations

Easter Term (May-June)

Mast welcome.

Part III students who were not Cambridge undergraduates are strongly encouraged to attend the “MASt Welcome” on the Tuesday before the Introduction to Part III. In this meeting, some of the aspects of Part III which might be seem surprising (or indeed downright strange) to such students will be explained by present PhD students and Faculty who came in from outside to study Part III. 

Part III Introductory Meeting

This is the official start of the Part III year for all students. You will be given a lot of information, which is often hard to take in at this point. A large part of this is general administrative information, which can also be found in the Part III Handbook . Perhaps the most important part of this is to learn what sources of help are available to you - what the roles of Director of Studies, Tutors, Subject advisers are, and who else might be useful for advice and explanation of how the Cambridge system works.

The Subject Advisers will also introduce themselves and the courses that are being offered this year. Some of these are courses which are given every year, and it is well worth reading both this year's and last year's Guide to Courses to get an idea of what is covered in the more basic courses before this meeting.

Lectures begin

The usual practice is to sample six or seven courses intending to drop one or two within the first week. 

Back to top

Preparatory Workshops

Many Part III students come to Cambridge from other universities, so their mathematical background is as varied as the places they come from. The catch-up workshops at the beginning of Michaelmas term intend to deliver some background material in subjects including (in 2020-21) General Relativity, Foundations, Quantum Mechanics, Fluids, Statistics, Measure Theory, Rings and Modules, Foundations, Number Theory, Algebraic Geometry, Differential Geometry, and Algebraic Topology. They usually run in the first week of lectures, and are given by PhD students who try to base the classes around examples. You will manage the start of term much better if you have already looked at the Part III Preparation Resources over the summer before you come.

Part III Seminar Series

There are two Part III Seminar Series, one at the end of the Michaelmas term, and one at the end of the Lent term. These are your chances to give talks to your peers. Take advantage of this opportunity to give a talk.  It will serve to consolidate the material you have been learning during the term.

The Seminar Series are a major social event in the Part III calendar. Even if for some reason you are unable to give a talk, keep this time available to listen to others.  Even listening to others giving talks is an excellent way to use and thus revise the concepts you have met this year.  It is a good way to meet your colleagues in a more active role.  You will also meet many of the research students, who have figured out that these talks provide excellent introductions to subjects outside their area of expertise. Both series end with a well-supplied party in the part III room.

For the Michaelmas Term series, you are encouraged to present material arising from examples sheets, or to develop themes introduced by lecturers but then abandoned. You will be organised into groups talking on similar subjects (even better if you organise your own seminar group). You will give your own talk, you will listen to other peoples talks, and you will participate in discussion following each talk. In order to help you prepare your talk, there will be a Wednesday afternoon session on 'How to give a good talk'. 

You may wish to invite potential supervisors/writers of supporting letters to come and listen to the Michaelmas talks. It is one opportunity (out of very few) for students to display their mathematical abilities to staff before the exams in June.

The Lent Term Series offers the perfect opportunity to begin to gather your ideas on your Part III essay together prior to setting metaphorical pen to paper, although you are welcome to give a talk even if you have no intention of offering an essay, and giving a talk is in no way a requirement for writing an essay.

Wednesday afternoons

The Faculty hosts several talks and panel discussions throughout the year, usually on Wednesday afternoons. These are designed to support students in their transition from undergraduate student to independent researcher and include an opportunity to socialise at the Part III Café afterwards. Topics covered include PhD applications, research opportunities, advice on how to prepare a talk and how to write an essay etc.

Attendance at these talks is not compulsory, but strongly recommended for those students pursuing particular aims (such as applying for PhD places, writing an essay, giving a talk in the Part III Seminar Series). The events anticipated for 2019-2020 are outlined below.

Applying for PhDs: The majority of current graduate students in the Faculty will have completed Part III. The process of applying for PhD places and then deciding which offers to accept or not has some inherent problems (as many other job application processes do). It is often the case that students may need to accept or reject some offers before they know whether they will fulfil the conditions of other offers conditional on Part III results. Many Cambridge PhD offers are still conditional on Part III results, but not all: you need to come to this talk to find out what the procedure is in your area, and to know how best to navigate through this complex process. To help decide which group you might like to work with, individual research groups organise separate presentations.

Introduction to the Careers Service:  In this talk you will be introduced to the support available from the the University Careers Service . Due to strong demand, there will be a focus on US PhD applications, which often have quite early deadlines.

Following the talk this year, there will be an opportunity to sign up for individual sessions with a representative from the careers service whose job it is to know all that is involved in the process of making applications and finding funding. These will be Wednesday 23rd October from 2.00pm until 4.30pm, and similar sessions offering confidential discussions about career options will be available on Wednesday 30th October, Wednesday 6th October and Wednesday 4th December. You are also encouraged to use the University Careers Service at Stuart House, Mill Lane.

Talk: Meeting Employers

This session will be useful for those students wanting to make a well-prepared approach to employers recruiting at the 'Careers for Mathematicians Event' on 30th October from 4.30pm until 7.00pm in the CMS.

Research in the UK:  We invite students from other universities to talk about their research, giving you an opportunity to ask them the questions you need to know answers to (which supervisors in their department are nice, friendly, accessible and have time to spare for their PhD students, for example).

Talk: Selection Interviews - Demystifying the Process

This session will provide an in-depth understanding of the context of selection interviewing with advice and guidance on how to improve your chances of success.

Planning your essay: reading, understanding, structuring: This talk will describe what is involved in the essay option, how to choose an essay topic, how to request an essay topic if there is some theme you would like to write on which has not been offered as an essay title, what sort of support you can expect in preparing the essay. It will also explain the series of events geared towards guiding you step-by-step through the process of reading mathematical papers, getting to grips with the ideas therein, and perhaps even preparing a talk on the topic for the  Part III Seminar Series .

How to give a good talk: The purpose of the Part III year is to transform undergraduates into working mathematicians, capable of reading papers, doing research, writing papers, giving talks and generally being part of a mathematical community.  In the course of the Part III year, you will have two chances to give a talk, and be part of a seminar group, a chance to read papers, and a chance to write what may be your first mathematical paper. The Michaelmas Term Part III Seminar Series offers all Part III students the chance to talk for about half an hour on a subject of their choice.  How to give a good talk goes through the stages of planning and rehearsing a talk. This can also be an important part of the essay writing process, as it helps you prepare a good outline for your essay. The Lent Term Seminar Series is timed in such a way that if you give a talk on your essay in that series, you will be on track in terms of finishing your essay by the deadline.

Writing your essay: from outline to final product: This is the second talk aimed at guiding you through the preparation of your essay.  It takes the process from outline through finished product.

All about exams : At this talk, the course directors will review some of the more important technical administrative matters concerning the Exams. This is the correct time to come to ask questions about how much credit is given for which exams, when decisions have to be made on what courses you will offer for exams, and similar matters.

Revision Strategies : This talk is directed at those who are not familiar with the Cambridge tripos exams. For those meeting tripos exams for the first time, a little Cambridge-specific exam and revision strategy can be helpful, but all are welcome whether or not they are new to Cambridge.

Requesting additional examination papers

It is possible for students to request additional examination papers in addition to those courses already offered. Usually this will take the form of a reading course, which a member of the department has to supervise and then set an exam on. If you are considering requesting an additional paper, note the deadline for such requests noted above, so make sure you talk to a member of the department well before this date so they have time to request it.

Essay titles

The lists of essay descriptions will have been published online.  You will now begin the process of choosing an essay topic, and reading the papers that are referred to in the essay descriptions.  Reading mathematics is not easy, but there are tricks of the trade which make it easier. There is a talk which should help you get started.

Even before you attempt to read more than the description of the essay online, we strongly suggest you ask our friendly research students about the topics.  This will save you a lot of time.  You should also contact the essay setter.  Essay setters have different ways of handling initial discussions with students who may wish to write on the topics they have set.  Some will encourage individuals to come and talk with them directly, others will arrange a time when they will present the topic more formally in a short talk, before meeting with students individually.  Expressing an interest in writing an essay does not commit you to writing or submitting that particular essay, or any essay at all.  You will not have to make that choice officially until late April/early May. Of course, if you do want to write an essay, you have to choose and start far earlier than that to have time to complete it, but should it go horribly wrong you have the option of abandoning it and not submitting, until the time that you have officially declared which examination papers you will be taking.

Requesting additional essay titles

Candidates may request additional essay titles. There is a procedure for this, and it begins with you talking to a member of staff who might be willing to set an essay on the topic you would like to study.  Like most deadlines associated with the Part III year, there is no flexibility.  It is wise, if you want an additional title listed, to discuss this matter well in advance of this date.

With luck, given that you have enjoyed and taken an active part in your education during the year, the exams should not hold any nasty surprises.  You will have studied past exam papers , and come up with and followed your own revision strategy, whether your ambition is a pass or a distinction.  You will be tired, but hopefully not too tired to think.

The exams are hard.  Various people will have been telling you that at regular intervals from the first day onwards.  One positive consequence of the level of difficulty is that a pass on these exams is regarded as an achievement!  It can be an uncomfortable experience for those who are accustomed to walking away from an exam feeling that they have turned in a near perfect paper, to come away from exam knowing that at best your mark is likely to be near 70%. Despair is not appropriate: 75%, for example, is still a solid α-.  Acknowledge this truth before the exams; it will spare you considerable distress.

The timetable will probably include at least one day with two exams, morning and afternoon.  This reflects the complexities of trying to draw up a viable timetable given the wide range of courses available and the freedom students have in chosing amongst them.

Part III Results

It is expected that you will receive your results on CamSIS on the Wednesday afternoon during this week.

Unless your plans for the next year are in no way dependent on your results, it is a very good idea to keep the Thursday (and perhaps even the following week) free to be able to negotiate with potential supervisors and arrange funding for future studies. If you have taken advice to heart and kept at least one attractive fallback option open, disappointments will not be catastrophic for your career.  Plans can and do change, and not always for the worse.  Be prepared to be flexible, and use the time available to revise plans appropriately in the light of your results.

End-of-Year Party

The end of the year hits many students rather suddenly.  One week everyone is studying madly, the next week there is scant time to pack and say good-byes.  On the Friday following the release of results, both departments provide a liberal supply of strawberries, wine, cheese and bread, giving you the chance to sit about the core one final time talking with friends and colleagues you are unlikely to forget.

The Faculty provides a Google Calendar of Part III events to which you may subscribe. This lists the actual dates etc. for the current academic year.

There is a description of how to subscribe to this and other Faculty calendars on the Faculty Calendars page.

Forthcoming Seminars

• DAMTP Seminars
• DPMMS Seminars
• Statistical Laboratory Seminars
• Isaac Newton Institute Seminars

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Finished Papers

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GSI EARTH 222 Spring 2024

How to apply.

Brief statement of interest (short essay) describing your relevant experience, including any relevant courses you've taken, and CV.

Course Description

EARTH 222 - Introductory Oceanography explores the Earth's oceans in terms of geological, chemical, physical, and biological oceanography, with emphasis on understanding the oceans as an integrated system. We study the processes that form ocean basins, the forces that govern ocean circulation, the physical and chemical properties that influence the distribution of life, and the adaptation of organisms to their aquatic environment. We will also discuss the ocean's role in mitigating global change and the consequences for oceanic ecosystems and human society.

Class will be online and asynchronous.

Responsibilities*

This is a 0.25 grader position. Duties will include grading, assisting in general course preparation and administrative tasks, and holding office hours.

Required Qualifications*

Previous teaching experience and coursework will be taken into consideration when hiring, and preference given to students who have previously taken or served as a GSI for EARTH 222.

Desired Qualifications*

 LSA student enrolled in a graduate program.

Contact Information

 Contact Nathan Sadowsky at [email protected] with questions. Applications are due by 04/22/2024 and offers will be extended by 05/03/2024.

Decision Making Process

All positions are assigned by Associate Chair for Graduate Studies Jeroen Ritsema. The instructor of record for the course may be consulted in the process.

Selection Process

 We hope to extend an offer by 05/03/2024 or earlier. You may request the status of your application by contacting Nathan Sadowsky at [email protected] .

GEO Contract Information

The University will not discriminate against any applicant for employment because of race, creed, color, religion, national origin, ancestry, genetic information, marital status, familial status, parental status or pregnancy status, sex, gender identity or expression (whether actual or perceived), sexual orientation, age, height, weight, disability, citizenship status, veteran status, HIV antibody status, political belief, membership in any social or political organization, participation in a grievance or complaint whether formal or informal, medical conditions including those related to pregnancy, childbirth and breastfeeding, arrest record, or any other factor where the item in question will not interfere with job performance and where the employee is otherwise qualified. The University of Michigan agrees to abide by the protections afforded employees with disabilities as outlined in the rules and regulations which implement Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act.

Information for the Office for Institutional Equity may be found at https://oie.umich.edu/ and for the University Ombuds at https://ombuds.umich.edu/

Unsuccessful applications will be retained for consideration in the event that there are last minute openings for available positions. In the event that an employee does not receive their preferred assignment, they can request a written explanation or an in-person interview with the hiring agents(s) to be scheduled at a mutually agreed upon time.

This position, as posted, is subject to a collective bargaining agreement between the Regents of the University of Michigan and the Graduate Employees' Organization, American Federation of Teachers, AFL-CIO 3550.

Standard Practice Guide 601.38, Required Disclosure of Felony Charges and/or Felony Convictions applies to all Graduate Student Assistants (GSAs). SPG 601.38 may be accessed online at https://spg.umich.edu/policy/601.38 , and its relation to your employment can be found in MOU 10 of your employment contract.

U-M EEO/AA Statement

The University of Michigan is an equal opportunity/affirmative action employer.