thesis course guide meteorology and air quality group · version 2.4 3 1 introduction this thesis...
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Thesis Course Guide
Meteorology and Air Quality Group Version 2.4 (February 2018) Contact persion: Arnold Moene
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Table of Contents 1 Introduction............................................................................................................................. 3
2 Meteorology and Air Quality ................................................................................................... 3
2.1 Meteorology (prof. AAM Holtslag, MAQ-80824/39) ....................................................... 3
2.2 Atmospheric Chemistry and Air Quality (prof MC Krol, MAQ 81324/39) ........................ 3
2.3 Climate Dynamics (prof W Hazeleger, MAQ-80824/39) .................................................. 4
3 Aims and components of MSc thesis work ............................................................................. 5
4 Getting started ........................................................................................................................ 5
4.1 Prerequisites for a thesis .................................................................................................. 5
4.2 Choice of the subject ........................................................................................................ 6
4.3 Registration....................................................................................................................... 6
5 At work .................................................................................................................................... 7
5.1 Your supervisor ................................................................................................................. 7
5.2 Examiner ........................................................................................................................... 7
5.3 Work and house rules ....................................................................................................... 7
5.4 Your thesis ........................................................................................................................ 7
5.5 Financial provisions .......................................................................................................... 8
5.6 Seminars ........................................................................................................................... 8
5.7 Thesis ring ......................................................................................................................... 8
5.8 CANS/RSI prevention ........................................................................................................ 9
6 Assessment ............................................................................................................................ 10
Appendix 1 Handling literature references ................................................................................... 11
Appendix 2 How to write a thesis ................................................................................................. 12
Appendix 3 How to give a seminar ............................................................................................... 16
Appendix 4 Wageningen University Master Thesis Agreement ................................................... 18
Appendix 5 List of seminars .......................................................................................................... 24
Appendix 6 MSc Criteria for the assessment of student research ............................................... 25
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1 Introduction This thesis guide describes the procedures for the thesis supervision and writing process of the chair group Meteorology and Air Quality of Wageningen University. It contributes to the internal quality assurance system of Wageningen University. This thesis guide applies in the first place to the major—the final thesis of the MSc programs—and will, with the exception of the admission requirements, also be used for minor theses. The thesis guide is meant for staff and students. It includes information about the goal of the thesis, the role of the thesis contract, the admission requirements, the responsibilities of supervisors and students, the assessment procedure, plagiarism and the submission requirements of the final thesis. The appendices contain an example of the thesis contract, a thesis assessment form and a format for the cover page of the thesis.
2 Meteorology and Air Quality Research in the department is divided into three separate (although not mutually excluding) fields, each with its own professor. It is important to know in which of these three fields your thesis research will be, as it determines who the examiner and supervisor(s) will be.
2.1 Meteorology (prof. AAM Holtslag, MAQ-80824/39) The focus is on the study of atmospheric systems and physical processes on the mesoscale (including the boundary layer) and at the interface between the atmosphere and the land surface. To fully describe the three-dimensional state of the atmosphere and its evolution in time, numerical models are indispensable. These usually require large amounts of data and knowledge of data acquisition is therefore essential. Validation of models is done by using or performing measurements. Measurements are also crucial in the development of new and advanced measurement techniques. Physics of atmospheric systems and processes as well as computer skills and advanced statistics are key elements in this field. Students are trained in collecting and processing meteorological information efficiently with a view to the projection of future conditions of the atmosphere.
Focus on the mesoscale and boundary layer The Atmospheric Boundary Layer (ABL) is the layer above the Earth¹s surface. It is the atmospheric layer that relates the surface processes with the meteorological phenomena that occur at the meso- and synoptic scales. The turbulent nature of the ABL is one of the most challenging problems in geophysical flows. The turbulent characteristics of the ABL depend on the wind shear (both day and night) and either the thermal convection, as normally occurs during daytime conditions, or stable stratification, as normally happens during nocturnal conditions. Focus on the small scale On the smallest scale we study the physics of the environment near the land surface - atmosphere interface. Since most land surfaces are vegetated this includes the 'physics' of living organisms. In particular the exchange of heat, mass (water vapour, CO2, NH4 etc.) and momentum over land surfaces are studied. Attention is paid to both the way land surface processes can be described in weather forecasting and climate models as well as to observational methods, which are required to verify these descriptions.
2.2 Atmospheric Chemistry and Air Quality (prof MC Krol, MAQ 81324/39) Study of the physical-chemical processes, the composition of the atmosphere and the exchange between atmosphere and surface. The scale at which these processes are studied extends from local scale to global scale. Lectures cover a wide range of subjects like: processes (emission, dispersion, chemistry, deposition), measuring (gasses and aerosols by in situ instruments or satellites) and topics related to effects (ozone hole, greenhouse gasses, aerosols, effects on health. The processes dispersion, deposition, atmospheric chemistry and global warming are strongly related boundary-layer meteorology
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and micrometeorology. Numerical modelling of atmospheric chemistry and air quality provide a broad range of subjects that are highly relevant for densely populated countries like the Netherlands, and urban areas all over the world. This includes global modelling on large scales, Gaussian modelling on local up to national scale and the analysis of trace gases and their interaction with the Earth's surface (emission, deposition).
Focus on the role of air quality in effects, and on humans and ecosystems Effects of air quality on mankind were already documented in the middle ages but extended to more than local problems because of growth of the population and intensive use of coal in the 19th century. Increased death rate caused by winter smog was the result. The 20th century offered a sharp increase in problems and scale of the problems: summer smog, acidification of ecosystems, enrichment with nitrogen, persistent organic matter and heavy metals. A little later the greenhouse effect and the ozone hole were added to the problems. Global warming and nitrogen are still issues, supplemented by violation of EU standards for fine dust and NOx, to a large extent emitted by traffic. Improvement of local air quality by reduction of emissions and use of vegetation to enhance deposition and dispersion are recent subjects for students to work on. Focus on modelling and monitoring of air quality Models for calculation of dispersion, chemical conversion and deposition are widely used for environmental policy, inventory of air quality, scenario analysis and for obtaining better insight in processes like deposition, aerosol and ozone formation etc. taking place in the atmosphere. Models range from local scale to calculate nuisance from odorous compounds, ammonia deposition and air quality along highways, to meso-scale models to calculate boundary layer processes. Mesoscale models are used to study transport in complex terrain. Finally global scale models are used for budget calculations for greenhouse gasses and transport of aerosols. Validation of models is important in assessing accuracy of model prediction or stimulation of knowledge on atmospheric processes. On local scale this is done by comparison with surface measurements, on larger scale also with measurements from satellites.
2.3 Climate Dynamics (prof W Hazeleger, MAQ-80824/39) The focus is on the atmospheric processes on a global scale and their links to the climate system. Profound knowledge of the climate from a system’s perspective serves as a basis for studying changes in the climate. Although the climate never has been static, it is now influenced by human activities in an unprecedented way, mainly as a result of an enormous increase in fossil fuel combustion. Attention is paid to the modelling of climate and climate variability.
Focus on the large scale In forecasting day-to-day weather and in climate research large-scale systems and processes play an important role. In operational meteorology we try to forecast the future state of the atmosphere and its implications for the weather. In the temperate latitudes the weather is mainly determined by the presence and evolution of synoptic systems such as depressions (including their frontal systems) and areas of high-pressure (anticyclones). The study of the structure of these systems is called synoptic meteorology, while the study of their evolution is called dynamical meteorology. It is obvious that courses dealing with these subjects are the cornerstone for subjects having this focus. In addition to the theory the practical application of the theoretical concepts in day-to-day weather situations is needed. In climate research the aim is to understand and predict the behaviour of the climate domains (atmosphere, hydrosphere, biosphere, lithosphere and cryosphere) on a broad range of time and length scales. To this end we need to know (changes of) the external forcings and the various feedback processes. Apart from measurements climate research is devoted to either numerical modelling and/or statistical analysis of model or measurement data. In both cases the usually large amount of data necessitates the use of elaborate statistical methods and visualisation techniques.
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Focus on data analysis Many of today's climate change phenomena have been discovered by carefully analysing climate data gathered using direct methods (instruments) or indirect methods (historic records, tree rings, fossil records). Data analysis still is one of the cornerstones of present-day climate research. In order to discover climate variability and trends, long series of high quality measurements are necessary. A major effort of the scientific community is in gathering and distributing these data. The next step is the analysis of these data using statistical methods. As more data become available, e.g. through satellites and reanalysis projects, it is possible to study ever more components of Earth's climate. Focus on climate modelling Data analysis may provide the first clue to climate variability and change. However, our understanding of why and how climate is changing depends largely on studying the processes which govern the climate system. An indispensable tool for this is using numerical climate models. Through modelling we are able to isolate and study physical, chemical and/or biological processes which are part of the climate system.
3 Aims and components of MSc thesis work
In MSc thesis research you carry out your own scientific research project. This has three aims: 1. to learn how to do scientific research
2. to collect and interpret results on a specific research topic of your own choice
3. to contribute to the increase of scientific knowledge
The thesis research includes:
formulation of a research question or hypothesis
gaining specific knowledge which you need for the research (literature study)
making an experimental design and/or a work plan
giving a short (5-10 min.) oral presentation of your research plans within a 6 weeks after
starting your thesis research
performing an experimental study (laboratory, field work and/or computer modelling)
arrangement, analysis and interpretation of the results
drawing conclusions
writing a thesis and/or scientific publication(s)
attending the so-called “thesis ring” every week (compulsory)
attending research presentations of MAQ-staff and fellow MAQ-students
giving an oral presentation of your results (colloquium).
Not all these activities will have the same weight in all cases.
4 Getting started 4.1 Prerequisites for a thesis Specific prerequisite knowledge is necessary to start MSc thesis work efficiently.
1. For a thesis in Meteorology the following prerequisites are needed: 12 credits from the following set of courses: MAQ courses with a minimum level of 2 (code 2 or 3), SLM33806 Water and Air Flow Numerical Techniques, SOQ35806 Field Training Soil-Vegetation-Atmosphere Interactions.
2. For a thesis in Air Quality and Atmospheric Chemistry the following prerequisites are needed: 12 credits from the following set of courses: MAQ courses with a minimum level of 2 (code 2 or 3),
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SLM33806 Water and Air Flow Numerical Techniques, SOQ35806 Field Training Soil-Vegetation-Atmosphere Interactions.
3. In MES only a thesis in Air Quality and Atmospheric Chemistry is possible. The prerequisite courses are then “Atmospheric Composition and Air Quality” (MAQ-34804) and “Meteorology and Climate” (MAQ-21806) (both courses are part of the corresponding Restricted Optional cluster.
4. In MCL both a thesis in Meteorology and a thesis in Air Quality and Atmospheric Chemistry is possible. The general prerequisites are covered in the corresponding Restricted Optional clusters.
5. In MLP a thesis in Meteorology of 24 credits can be selected. Then the prerequisites are: 12 credits MAQ courses with a minimum level of 2 (code 2 or 3) or LAR-36806 (Climate-responsive Planning and Design)
Depending on the MSc thesis project additional prerequisites may be formulated. This is to be determined by the supervisor after consultation of you as a candidate. For some thesis topics, prerequisites are mentioned in the List of MSc Thesis Topics.
4.2 Choice of the subject MSc thesis topics are available in the separate list of MSc Thesis Topics, also available on internet (http://www.maq.wur.nl/UK/education/MSC-thesis and also on http://tip.wur.nl ). If you find a type of topic of your interest, you can contact the supervisor mentioned in this list, and work out further details. If you have difficulties in choosing or have any general questions, you can contact one of our three examiners (Bert Holtslag, Meteorology; Maarten Krol, Air Quality and Atmospheric Chemistry; Wilco Hazeleger, Climate Dynamics). You can also come up with your own suggestions for research. For this you should contact the appropriate professor, depending on your field of interest (see Chapter 2), to discuss your ideas and to explore possibilities. If one or more possible research topics are defined in this discussion, the professor will suggest one or more staff members as supervisor and for further consultation. In some cases it is also possible to work on a topic at one of the research institutes in Wageningen or elsewhere in or outside the Netherlands. In that case an expert scientist has to available at the institute in question for daily supervision. One of the staff members of the department will act both as second supervisor and as examiner.
4.3 Registration To start an MSc thesis, you have to fill out the so-called MSc thesis contract. Both student and supervisor(s) sign a contract, registering commitments regarding MSc thesis work. Among others, commitments are made on frequency of supervision meetings. A part of the contract is a thesis proposal. This proposal has to be approved by the proposed supervisor. In all cases the above-mentioned aims should be met and most components have to be included (see 3. Aims and Components of an MSc thesis). The thesis proposal should be limited to 4 pages and should contain:
intro
theoretical framework
problem definition and research objective
research questions
methodology
plan of work (activities + planning)
references A well written thesis proposal may often form a good starting point for “Chapter 1 Introduction” of your thesis report.
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The MSc Thesis Contract, once finalized, should be submitted to the secretary of the chair group in order to be added to the student database.
5 At work 5.1 Your supervisor Your daily supervisor is an expert member of the scientific staff of the department, or of the institute where you perform your thesis work. When you wish to co-operate in a current PhD research, a PhD student will normally be your daily supervisor. In all cases a staff member of the department will also be a supervisor. It is the daily supervisor's responsibility to keep your work in good progress. This means that he/she will
introduce you to other members of the department whom you will meet during your
research work
introduce you into the subject
take care of some literature to start with (see Appendix 1: “How to deal with literature?” for
practical instructions!)
tell you where your working place is
make a time schedule together with you
take care that you will get admission to the necessary facilities
discuss the results with you
discuss your draft report and your seminar
be present during your final grading discussion.
A good working relation with your supervisor is a prerequisite for a good cooperation. When you encounter problems with your supervisor, you better can discuss these with him/her immediately. When this does not help, you can ask another member of the department to assist.
5.2 Examiner The examiner will, as a rule, be the professor of the field of research (see Chapter 2) of your thesis project. The examiner will be one of the persons responsible for grading the thesis report and the oral presentation (see 5. Evaluation).
5.3 Work and house rules For your work at the department there are some house rules. These rules were developed to make sure that the available facilities could be used optimally. Some of these rules were made to secure your own safety. It is for example forbidden to work in the department outside the normal working hours without prior consultation with your supervisor . Except for the supervisor you will have to deal with several other persons during your work at the department:
our manager (Kees van den Dries) will provide you with an office with a desk,
our secretary (Caroline Wiltink) will provide you with administrative advice and facilities. During your stay at our department you have to attend scientific department meetings (see under Seminars).
5.4 Your thesis The thesis report should contain a complete overview of the work that was done, including literature research. See Appendix 2 “How to write a thesis?” for practical instructions. According to article 32 of
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the “Examination Rules” (OER) the MSc thesis is written in English. However, after consultation with your examiner it is possible to write it in a different language. Your draft thesis should intensively be discussed with your supervisor. Discuss with your supervisor in which way the feedback will be provided (on parts of the thesis, or the thesis as a whole, how many iterations etc.). Of the final version two paper copies should be submitted: one for your daily supervisor and one for the examining full professor. When your supervisor asks for more copies, the costs for these are for the department. Inform at an early time with your supervisor when the thesis must be submitted to be able to have your grade in time. Also a digital version should be submitted to the education contact person of the chair group dr A.F. Moene.
5.5 Financial provisions In order to cover costs for e.g. photocopying, the student will receive an amount of € 50,- at the start of the thesis project. The student should submit his/her address and bank account to the supervisor at the department in order to receive this reimbursement of costs.
5.6 Seminars During your period as an MSc thesis student with us, you are supposed to attend our seminars. Announcements are made by E-mail. Make sure you receive these mails, you may need to contact the organizer of the seminars (currently: Gert-Jan Steeneveld). Attendance of the seminars is mainly to broaden your view on the scientific field of meteorology and air quality and atmospheric chemistry. You can also learn how to give a seminar yourself by listening to others. Within a month of starting your thesis research, you are required to give a short presentation (5-10 minutes) during a so-called “tea talk” in which you explain the following items:
- title and subject of your intended research - motivation for this topic - research goals (scientific questions and sub-questions) - setup of the research - use of model(s), data, techniques etc.
The purpose of this “start-presentation” is to: - inform staff and fellow students of your research - provoke additional ideas and/or comments that may improve your research setup.
You are also expected to give a seminar on your own research work (with a maximum of 30 minutes presentation, followed by a discussion). This oral presentation informs interested members of the department and colleague students about your research results. See Appendix 3 “How to give a seminar?” for practical instructions. By attending oral presentations of others you can learn a lot and it may help you to prevent mistakes. Note that the professor, or his/her replacement, is required to attend the seminar. Please ask for a date for the seminar not later than 2 months before the expected completion date of your thesis. The date of your own presentation should be agreed upon with your supervisor and the seminar coordinator (Gert-Jan Steeneveld). You may ask your supervisor to attend a rehearsal and comment on you.
5.7 Thesis ring A compulsory part of your thesis research is taking part in a so-called “thesis ring”. This is a weekly meeting of fellow MAQ thesis students in which you present you own text (i.e. part of your thesis report) or critically review texts submitted by other thesis ring students. The objective of the thesis ring is that students receive much more feedback on their writing than they would get from their supervisor, they get it much earlier in the thesis process, and they learn from critically reviewing and discussing the texts of other students.
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Thesis ring meetings are chaired a staff member of MAQ. The purpose of a thesis ring is to train you in critical reflection on your own text and texts provided by fellow students. During the thesis ring meetings your input will be evaluated. The following three aspects will carry equal weights:
initiative and participation,
quality of feedback,
identification, evaluation and reflection on key aspects of academic writing. The final grade of the thesis ring will be send to your supervisor(s) and will be taken into account when deciding upon the grade of the part “Handling supervisor’s comments and development of research skills” in the “Research competence” part of the final assessment. Your supervisor has the obligation to pass your name to the coordinator of the thesis ring in order to be registered member of the thesis ring. The thesis ring coordinator is dr. ir. Arnold Moene.
5.8 CANS/RSI prevention
(from WUR intranet) CANS, KANS or RSI? CANS stands for: Complaints of Arms Neck and Shoulders. The Dutch term is KANS: Klachten aan Armen, Nek en Schouders. It is a collective name for complaints to fingers, hands, wrists, elbows, shoulders, neck and upper back. CANS or KANS are also known by the term RSI (Repetitive Strain Injury). Because there is no clarity about the terminology used, the terms CANS, KANS (Dutch translation) and RSI are used together. In practice, all three mentioned terms are listed.
What causes CANS and what are the symptoms? The complaints often relate to work that causes static physical stress and repeatedly requires the same movement, as is the case with computer work. Almost all university employees perform regular (persistent) computer work. PhD students working on their dissertation constitute a group that is at extra risk. In addition to computer work, other types of work can also lead to CANS complaints. A well-known example of this is pipette work.
Symptoms may range from slight tingling in the fingers to full loss of certain functions. Examples of complaints include: pain, stiffness, tingling, coordination and loss of power, temperature differences, or a feeling of numbness.
Prevention of CANS is primarily aimed at breaking the mechanisms that can lead to complaints. The best prevention is to heed the 5 Ws. The 5 Ws stand for:
Work tasks. Continuously performing the same actions leads to continuous stress of the same muscles. The solution is to regularly intersperse other tasks with your computer work to prevent lack of movement. By making a phone call, taking a coffee break or doing some printing can help restore your muscles.
Work hours. The longer you are sitting behind your monitor, the greater the chance of a complaint. Research has shown that the probability of complaints increases sharply if computer work is performed for over 6 hours every day. Occasionally working longer may not give rise to problems, but it is good to be aware of the relationship between the time behind the display and the risk of complaints. Break programmes help you monitor this aspect. At WUR, the Workpace break programme is automatically linked to your account.
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Work pressure. Peak stress, deadlines and a stressful work environment increase the likelihood of complaints. Try to avoid this as much as possible by planning properly. If you believe your schedule is too full, please discuss this with your supervisor.
Workplace. Using this test, you can determine whether your computer work area is ergonomically responsible. This test is part of the CANS Arbo Catalogue of the VSNU. This catalogue contains a lot of information about CANS, compiled by experts from Dutch universities.
Work method. Once you are aware of the risks and know what you can do to prevent complaints, you will be able to reduce your risk considerably. The Computer Safety Trainer will provide you with all the information you need about the risks of computer work and the options you have for managing those risks. Hotkey functions are also described here. If you work a lot using a mouse, using keyboard shortcuts can alleviate some stress in your hand and arm muscles.
Break software can help make you aware of the time you spend on your computer, provide tips, and, if you set it, alert you to take (short) breaks during your computer work. At WUR, the Workpace break programme is automatically linked to your account.
6 Assessment At the end of the examination a mark will be given. The mark will be based on (1) your performance during the execution phase of your thesis work, (2) the quality of your thesis, (3) your oral presentation and (4) an examination. The examination will usually take place directly after the oral presentation and will consist of a discussion with the supervisor(s) and the examiner of you thesis. The oral presentation is given at the MAQ department and you are requested to coordinate the date and time of this presentation with the examiner (see section 4.2 for names). Also you need to send a draft thesis to the examiner at least one week before the oral presentation. For the thesis evaluation the rubrics and the spreadsheet mentioned in Appendix 6 are used. The student is advised to read the information in Appendix 6 carefully in order to be aware of the way in which grades are given.
Honours A student may graduate “With honours” (Cum Laude) if the following criteria are met:
average grade of courses (excluding thesis and internship) at least 8.0
thesis grade at least 9.0
internship (or minor thesis) at least 8.0 In special cases the Examination Committee may deviate from these rules.
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Appendix 1 Handling literature references
Reading literature is the beginning of any research. It should be done during the next phases, too. Your supervisor will provide you with the first scientific articles. After that, you will have to search for yourself. You are strongly advised to create your own literature database in Endnote or Mendeley. Information on both reference managers can be found at the library site:
Endnote: https://www.wur.nl/en/Expertise-Services/Facilities/Library/Students/EndNote.htm
Mendeley: https://www.wur.nl/en/Expertise-Services/Facilities/Library/Students/Mendeley.htm
If you use LaTeX to prepare your documents, you will use bibtex to take care of the references to literature in your texts. Software that can be used to prepare/maintain collections in the bibtex format are:
Jabref (bibtex is its native format; runs on Windows, Linux and Mac)
Mendeley (can export to bibtex format; runs on Windows, Linux and Mac, free, both desktop and web-based; also supported by the WUR library)
Make use of Wageningen UR Digital Library to search for recent articles in scientific journals.
More information on searching, finding and assessing literature can be found at the library where a number of online modules are available: https://www.wur.nl/en/Expertise-Services/Facilities/Library/Students/IL.htm .
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Appendix 2 How to write a thesis
Below we explain the main structure of the thesis, as well as a number of other aspects. Front matter Cover with title and your name. Title should be brief (maximally 12 words), positive and specific. Can be a summary of the text, a conclusion, question, short description of the subject,.... Preferably begins with a relevant keyword and accurately describes the thesis contents. Avoid dull titles like “The effect of…”, “Some aspects of…..” Title page With title, your name, “MSc thesis Soil Quality, Wageningen University”, name of your supervisor, and month and year in which you finished the thesis. Abstract Maximally 250 words, summarising each of the other sections. It should tell why and how the study was made, what the results were and why they are important. Start with a clear statement of the objective, the approach, and main results. End with one or two sentences that emphasise important conclusions. Use the past tense. Preface (not necessary) The personal touch to the thesis. For instance: Why were you interested in the topic, whom did you cooperate with, …. Body Introduction Demonstrates that the story being told is worth telling, makes the reader enthusiastic. Usually gives a historical, brief summary of the relevant literature about what has been and has NOT been done before. This is followed by the objectives of the study. Specify the research question to be answered or the hypothesis to be tested. Do NOT repeat BSc study material. Expect your reader to be well informed about everything you (are supposed to) have learned during your pre-MSc training. Materials and Methods How did you do it? Give as many details as needed, but not more, so that the research can be repeated by a knowledgeable colleague. Use the past tense. Results Presents all of your findings clearly, logically and concisely. Try to write it in such a way, that reading of Materials and Methods is not necessary to understand what has been done. Use graphs and tables (see below), but make sure the text is readable without having a look at them. The most relevant results that appear in a table or figure should also be described in the text. Use the text to guide the reader and to highlight and reinforce those data from tables and figures that will be important in the Discussion. Results obtained by you but not relevant should be put in the Appendix. Do NOT interpret data or draw major conclusions. Use the past tense. Avoid sentences like “Figure 3 shows the free metal concentrations in soils with different pH’s”. This repeats the figure legend. Write: “The free metal concentration was higher in soils with a lower pH (Figure 3)” instead. This represents the message of the figure and triggers the reader to have a careful look at the figure. Discussion Start with a few sentences that summarize the most important results. The discussion section should be a brief essay in itself, answering the following questions and caveats:
1. What are the major patterns in the observations? (Refer to spatial and temporal variations.) 2. What are the relationships, trends and generalizations among the results? 3. What are the exceptions to these patterns or generalizations? 4. What are the likely causes (mechanisms) underlying these patterns resulting predictions? 5. Is there agreement or disagreement with previous work? 6. Interpret results in terms of background laid out in the introduction - what is the relationship of
the present results to the original question? 7. What is the implication of the present results for other unanswered questions in earth sciences,
ecology, environmental policy, etc....? 8. Multiple hypotheses: There are usually several possible explanations for results. Be careful to
consider all of these rather than simply pushing your favorite one. If you can eliminate all but
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one, that is great, but often that is not possible with the data in hand. In that case you should give even treatment to the remaining possibilities, and try to indicate ways in which future work may lead to their discrimination.
9. Avoid bandwagons: A special case of the above. Avoid jumping a currently fashionable point of view unless your results really do strongly support them.
10. What are the things we now know or understand that we didn't know or understand before the present work?
11. Include the evidence or line of reasoning supporting each interpretation. 12. What is the significance of the present results: why should we care?
This section should be rich in references to similar work and background needed to interpret results. However, interpretation/discussion section(s) are often too long and verbose. Is there material that does not contribute to one of the elements listed above? If so, this may be material that you will want to consider deleting or moving. Break up the section into logical segments by using subheads. Conclusions
What is the strongest and most important statement that you can make from your observations?
If you met the reader at a meeting six months from now, what do you want them to remember about your paper?
Refer back to problem posed, and describe the conclusions that you reached from carrying out this investigation, summarize new observations, new interpretations, and new insights that have resulted from the present work.
Include the broader implications of your results. Do not repeat word for word the abstract, introduction or discussion. Recommendations
Include when appropriate (most of the time) Remedial action to solve the problem. Further research to fill in gaps in our understanding.
Directions for future investigations on this or related topics. Back matter Acknowledgments Advisor(s) and anyone who helped you:
1. technically (including materials, supplies) 2. intellectually (assistance, advice) 3. financially (for example, departmental support, travel grants)
References See Appendix 1 for instructions on how to use Endnote for automatically formatting your citations and list of references. Appendix Contains less relevant data, or objects too large for the main text. Consult your supervisor. You may put all the original data in here, preferably in Tables with self-explanatory headings.
Tables and Figures There is no general rule telling you if results should be presented in a figure or table. Figures should focus on relationships among numbers. Figures are usually easier to read, but less precise. Use figures to show qualitative features and trends. If you have too many treatments or data to compare, then a table can be more appropriate. Also, a table is necessary if the reader should be able to evaluate the exact numbers.
Figures: Each separate figure should be understood independently. It should have its own, self-explanatory caption, below the graph or picture. It should be possible to read and get the message from the figure without reading the rest of the report. In cases of graphs: all axes should have titles, with units in brackets. Use error bars whenever means of replicates are given, and mention the number of replicates in the legend.
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Tables: Each separate table should have its own, self-explanatory heading, above the table. It should be possible to read and get the message from the table without reading the rest of the report. Row and column headings should be complete including units. If all the units are the same for all numbers, they can be given in the heading. Do NOT use vertical lines. Avoid using more than three digits to present data because the error is usually in the range of 2-5%. In case of replicates: give either standard error in brackets, or give means that do not differ significantly the same letter. Mention the number of replicates in the heading, and the statistical methods used (if applicable).
Style guidelines
Use short and simple sentences. Present only one idea per sentence. Begin a sentence with the most important idea, the subject.
Separate paragraphs by a white line.
Discuss only one subject per paragraph. Start each paragraph with its message, the most important or topic sentence (‘mini-summary’). This makes reading more easy and effective and attracts attention. Round off each paragraph with a final sentence emphasizing its key point.
Start the Discussion section with the most important paragraph and end with the least important one.
SI units must be used throughout.
Abbreviations: provide an alphabetical list of abbreviations if necessary. Do NOT include SI units or chemical element symbols. When necessary, provide a glossary.
Spelling: apply the Spelling and Grammar check (Tools) in Word. Consequently use either UK or US English as language.
Grammar: use present tense for common knowledge, so for the major part of the Introduction and Discussion ('Solar radiation is important for the atmosphere.'). Use past tense for the major part of Materials & Methods and Results ('Data from the EC-Earth model was used.')
Size Make the report as short as possible! Remember a scientific publication of several pages only, usually describes work that took over a year. If a general relationship between size and quality would exist, it would be: The shorter, the better!
Formats Font: Times New Roman, size 12 Line spacing: single at 1.2 Margins: 2.5 cm on all sides Make double-printed copies whenever possible to save paper.
Plagiarism The fact that all research is directly or indirectly based on the intellectual work of others, on their theories, their models or research findings, makes scientific writing a risky process, especially in an era in which ‘cut and paste’ possibilities are overwhelming. Plagiarism, or using the work of someone else without acknowledging it, is considered theft of intellectual property. A charge of plagiarism can have severe consequences. Therefore Wageningen University heavily insists on documenting sources. In order to avoid plagiarism, staff is expected to screen all writings carefully and the university has made software available for this purpose. “If an instructor or examiner ascertains plagiarism, he or she must immediately inform the Examining Board as well as the relevant student(s). After providing a hearing to the student(s) involved, the Examining Board decides if fraud has actually occurred and can punish the relevant student or students by preventing them from completing the subject [in this case from submitting the thesis] for up to one year” (Source: Student Charter 2009/2009, WU; 5.3.3, p 42). Students are expected to be familiar with proper referencing techniques and have consulted one of
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these sites before they start writing the thesis: https://www.wur.nl/en/Expertise-Services/Facilities/Library/Students/Citing-and-plagiarism.htm Writing process
In case you want specific coaching on your writing, you can go to the Wageningen Writing Lab (see https://www.wur.nl/en/article/Wageningen-Writing-Lab-3.htm) or contact them by e-mail: [email protected] . In addition, the feedback you receive during the thesis ring sessions can help you forward. Further reading Alley M 1996 The Craft of Scientific Writing, 3rd ed. New York etc., Springer-Verlag. Lamers HAJM 1993 Hoe schrijf ik een wetenschappelijke tekst? Coutinho, Bussum. Lindsay D 1995 A Guide to Scientific Writing, 2nd ed. Melbourne, Longman. Malmfors B, Garnsworthy P & Grossman M 2000 Writing and Presenting Scientific Papers. Nottingham,
University Press. Schultz, D. M, 2009. Eloquent Science: A Practical Guide to Becoming a Better Writer, Speaker and
Scientist. American Meteorological Society, 448 pp.
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Appendix 3 How to give a seminar
As with any other aspect of your thesis work, you can ask your supervisor for advise in preparing your seminar. You may even want to ask him/her to attend a rehearsal and comment.
At MAQ the duration of the presentation should be 25-30 minutes, with an additional 10 minutes for discussion.
Preparation Whenever you start preparing a presentation it is good to ask yourself some preliminary questions:
What do I want to achieve with my presentation? What are my objectives?
What kind of audience will I have?
What do I consider most important about my topic? What are my priorities?
What is my 'take-home message'?
How much time do I have for my talk? The set-up of your seminar
The starting point for any oral presentation is a clear set-up, like: Introduction – Research Question or Hypothesis or Aim – Materials & Methods – Results – Discussion – Conclusions - Summary. Any other set-up is OK, as long as the research question/aim of your work and conclusions are explicitly put forward.
It is absolutely necessary to present your research question/hypothesis/aim in keywords (!) on a slide. Whenever possible, use PowerPoint!
Summarize the bottom line at the end, coming back to the research question/hypothesis/aim presented in the introduction. End with the ‘take-home-message’.
The structure of your talk should be: o Tell the audience what you are GOING to tell them o TELL them o Tell the audience what you TOLD them
Make sure your presentation does not last longer than 30 minutes. Therefore you have to practice (aloud!) before. If your rehearsal lasts too long, cut out information. You don’t have to present everything you did!
The use of slides You need to use slides in order to make sure that the audience can follow your line of reasoning. Take care of the following:
Download and use the “huisstijl” Powerpoint template from Intranet (Information for staff) or contact your supervisor on what template to use.
Slides are only useful if the audience can read them. Check this in advance in the back of the room you will use. Use large letters, without serif (schreef) (for instance: News Gothic or Arial, preferable font size 24. Minimal font size: 20). Never use upper case only. Use italics for emphasis.
Don’t use too many slides. Estimate on average at least one minute per slide. So 30 slides is the maximum.
Forget about an introducing slide telling that you start with an Introduction, will then proceed with Material & Methods, Results, and end with Conclusions. This is standard, so a waste of time to explain. Instead use a slide preparing the audience for your message.
Don’t put too much information on one slide. Only show relevant information. Reduce large tables to maximally 10 numbers and 2 or 3 rows and columns. Don't add table headings. Figures and Tables from your thesis generally have to be edited before making them suitable for an oral presentation.
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Only use keywords, not sentences. Make sure the audience is listening and not reading!
Try to vary. Vary tables, text, equations, figures, animations, etc.
Make sure the slides support your talk, and not the other way around. Your presentation
Speak up loudly, not monotonously, show your enthusiasm. Use short sentences.
Make sure everybody can read your slides, don’t stand in front of them.
Never turn your back to the audience, address them directly, and keep eye contact. Don't talk to the screen!
Do not stay put in the same position all the time. Move around. Don’t put your hands in your trousers-pocket (!), but use them instead to emphasise what you are saying.
Rehearse at least twice aloud before, so that you don’t need to think about how to formulate sentences during the presentation. This prevents “eh”s, and is necessary to make sure you don't exceed 30 minutes.
Take care everything is functioning by the time your presentation is supposed to start. So be there well in advance.
Nerves It is absolutely normal to be nervous. You even have to be nervous for a good performance! Do realise that also experienced speakers are nervous. Try to appreciate the state of being nervous as a state of being ready: sharp and focused.
It is absolutely NOT necessary to be extremely nervous. YOU are the expert on the topic presented. The audience is there because of interest in your topic, not to tackle you. You are to create the right atmosphere: a well-prepared presentation shows your respect for the audience and creates the positive, lively atmosphere needed for a fruitful discussion of your results. In contrast, a sloppy, disorderly, indistinct presentation that lasts too long mainly causes irritation. So if everything is well-organised, nothing can go wrong!
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Appendix 4 Wageningen University Master Thesis Agreement This form can be obtained from the Programme Board reference site: https://portal2.wur.nl/sites/OWI/kwaliteitszorg/Archives/Policy%20Documents%20and%20Forms/Master%20Thesis%20Agreement%20versie%20april%202014.docx or the SSC site: https://www.wur.nl/web/file?uuid=16443570-b881-47a0-9afe-6478c325485d&owner=8f788a0b-e388-4a2e-84d5-0e9c8ab2c695
This Wageningen University (WU) master thesis agreement serves to lay down agreements between a master student and a chair group. The agreement registers rights and duties of both parties and is a further supplementation and elaboration of the Higher Education and Research Act (WHW), Education and Examining Regulations and the Student Charter. The form has to be completed for each master thesis by the student and a representative of the chair group before the start of the study activities. Student and representative sign three copies of the form. Both receive a copy. A third one is sent to a representative of the programme: the study advisor mentioned below. When the agreement is modified the student will receive a copy of the adjusted form. For complaints on the supervision or assessment the student can appeal to:
- The study advisor for advice and support - The Examining Board for advice on procedures or an official complaint. - The Examination Appeals Board. - A dean or a Confidential advisor for students
For additional information see the explanation on page 4.
1. Information on student and chair group Student:
Study programme:
Registration number:
Study advisor:
Chair group:
Course code:
Supervisor(s):
Examiner a1:
Examiner b2:
The student is informed upon the (written) guidelines and rules of the chair group for thesis students: yes/no 2. Prerequisite course(s)
Course code: Passed: yes/no
Course code: Passed: yes/no
1 This can be the supervisor (at MAQ one of the examiners should be the chair holder responsible for the thesis) 2 This name can be entered later.
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3. Admission to the thesis Study advisor has stated that the student is
qualified3 for a master thesis and that the thesis is part of the programme of the student. 4. Title and planning Title of the thesis project:
Date of completion parts of thesis:
Date of start:
Date of finish:
Special arrangements for planning:
5. Arrangements on supervision (Arrangements on the type and intensity of meetings of student and supervisor on role and responsibilities when more supervisors or more chair groups are involved)
6. Arrangements on facilities (Work place (office/lab), access to buildings and locations. Availability and use of equipment, materials and facilities)
7. Arrangements on report (Language and lay out, time and format of transfer of results and data, agreements on secrecy of results and publicity of the thesis report)
8. Arrangements for individual situations.
(Circumstances beyond one’s control, disability, absence for special reasons)
3 This means that the student has completed all requirements for starting with this master thesis.
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9. Assessment The assessment form4 for theses of WU has to be used. The percentages in the assessment form that will be used are:
Learning outcomes (assessment criteria) percentage
A. Research competence 40
B. Thesis report 50
C. Colloquium 5
D. Examination 5
The assessment will be done in week (on)
10. Signature The student agrees to report any relevant change in circumstances which may affect the results of the project to the supervisor. The student declares to be acquainted with rules and procedures of the chair group and with the assessment form. The chair group declares to have provided the student with all relevant information (including rules, regulations, safety issues). Wageningen, Name Date Signature Student:
Supervisor(s):
Examiner a:
Examiner b:
4 https://portal2.wur.nl/sites/owi/kwaliteitszorg/Policy Documents and Forms/Thesis assessment form WU uk v10
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Explanation5 1. Information student and chair group The study advisor has to be asked for advice on the progress of the student and qualification for a master thesis. The study programme (study advisor) has to be informed about the arrangements students want to make for thesis projects in order to establish whether the programme allows the student to take this thesis and to keep record of the student’s progress. The examiner will be the chair holder being responsible for the thesis. The supervisor takes care of daily supervision. A supervisor from an external organization cannot have a formal role, and cannot be involved in the marking because he is not a qualified lecturer. If more supervisors and chair groups are involved each role should be explained under item 5. WUR employees outside the university section (e.g. researchers) can be regarded as supervisor like a WU lecturer. 2. Prerequisites Chairs can require a maximum of two prerequisite courses (in total 12 credits) for starting a thesis. These prerequisites have to be published in the study handbook. The student has to pass the exam(s) to gain access to the thesis. 3. Admission to the thesis The chair group (supervisor, coordinator education) should contact the study advisor personally to be informed about the student being qualified for starting with the master thesis. 4. Description and planning In general reference can be made to a previously described project proposal of the chair group with subject and type of activities. It is considered very important that the student writes a detailed project description and is aware of all consequences with respect to type of activities, intensity and planning of work. If the student intends to interrupt the project for exams or leave the supervisor should agree in advance. 5. Arrangements on supervision A supervisor will have his own rules for planning meetings with students, for involvement of co-workers. Especially when more supervisors and chair groups are involved it should be avoided that the student is confronted with conflicting rules and opinions. Only one supervisor should be the focal point for the student. 6. Arrangements on facilities The chair group takes care of the facilities the student needs. In general it should be assumed that the student is not familiar with the policy concerning priorities for use of equipment and facilities, and is not aware who is in charge of them. It should be explained to the student that arrangements can never be a guarantee for availability and that because of unpredictable circumstances the thesis project may have to be adapted with respect to time planning and/or content. Chair group and student have to find solutions together. 7. Arrangements on report
5 This Master Thesis Agreement form is established by the Board of the Education Institute in September 2009: it is
a revision of the Thesis Contract used at WU since January 1996.
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Specific rules on the lay-out of a report, the transfer of data sets and processed results have to be agreed. The thesis project can be part of a larger project in which external partners are involved, or in which results may be generated that require confidentially. The university has rules on protection and embargo of scientific results. Thesis reports can be registered with a restriction on disclosure of contents. The examiners and supervisor(s), however, always need a full copy to assess the student. From October 2009 all master theses have to be uploaded to the Wageningen UR Digital Library through the AIR (Administration Enrolment data and Results). It is up to the involved chair group and student to decide whether the thesis will be made public or not in the Digital Library. 8. Arrangement for individual situations Students can ask for specific facilities e.g. to work with a disability. Student and chair group can ask study advisor or dean for students for advice. 9. Assessment procedure Examining Boards and Board of the Education Institute have decided6 in 2006 that all chair groups of WU have to use the standard assessment form for theses and two examiners. The chair group can adjust the weight (percentages) of the assessment criteria on the excel-form. The student should be informed on this (item 9 of this agreement). The completed assessment form for the thesis has to be uploaded to the AIR.
6 https://portal2.wur.nl/sites/owi/kwaliteitszorg/Policy Documents and Forms/thesis-letter-061102.pdf
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Appendix 5 List of seminars Date Speaker Title
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Appendix 6 MSc Criteria for the assessment of student research The performance of the student in relation to the MSc research project is based on:
1. Research competence (weight 40%) Commitment and perseverance Initiative and creativity Independence Efficiency in working with data Handling supervisor’s comments and development of research skills Keeping to the time schedule
2. Thesis report (weight 50%) Relevance research, clearness goals, delineation research Theoretical underpinning, use of literature Use of methods and data Critical reflection on the research performed (discussion) Clarity of conclusions and recommendations Writing skills
3. Colloquium / seminar (weight 5%) Graphical presentation Verbal presentation and defense
4. Examination (weight 5%) Defense of the thesis Knowledge of the study domain
The explanation of the above terms and the grades corresponding to your own efforts are summarized below in the rubrics. The grades for each of the 16 items above are inserted in a spreadsheet and the final grade is calculated using the relative weights. Then final grade is then rounded off to the nearest 0.5 interval.
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Rubric for assessment of MSc-thesis Check the latest version of the rubrics on (https://teamsites.wur.nl/sites/owi/diversen/owi%20reference%20site.aspx) Author: Arnold F. Moene, Meteorology and Air Quality Group, Wageningen University Version: 1.1 (December 15, 2010) This document is released under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 Netherlands License
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Item Mark for item
2-3 4-5 6 7 8 9-10
1. Research competence (40%)
1.1. Commitment and perseverance
Student is not motivated. Student escapes work and gives up regularly
Student has little motivation. Tends to be distracted easily. Has given up once or twice
Student is motivated at times, but often, sees the work as a compulsory task. Is distracted from thesis work now and then.
The student is motivated. Overcomes an occasional setback with help of the supervisor.
The student is motivated and/or overcomes an occasional setback on his own and considers the work as his “own” project.
The student is very motivated, goes at length to get the most out of the project. Takes complete control of his own project. Considers setbacks as an extra motivation.
1.2. Initiative and creativity
Student shows no initiative or new ideas at all.
Student picks up some initiatives and/or new ideas suggested by others (e.g. supervisor), but the selection is not motivated.
Student shows some initiative and/or together with the supervisor develops one or two new ideas on minor parts of the research.
Student initiates discussions on new ideas with supervisor and develops one or two own ideas on minor parts of the research.
Student has his own creative ideas on hypothesis formulation, design or data processing.
Innovative research methods and/or data-analysis methods developed. Possibly the scientific problem has been formulated by the student.
1.3. Independence The student can only perform the project properly after repeated detailed instructions and with direct help from the supervisor.
The student needs frequent instructions and well-defined tasks from the supervisor and the supervisor needs careful checks to see if all tasks have been performed.
The supervisor is the main responsible for setting out the tasks, but the student is able to perform them mostly independently
Student selects and plans the tasks together with the supervisor and performs these tasks on his own
Student plans and performs tasks mostly independently, asks for help from the supervisor when needed.
Student plans and performs tasks independently and organizes his sources of help independently.
No critical self-reflection at all.
No critical self-reflection at all. Student is able to reflect on his functioning with the help of the supervisor only.
The student occasionally shows critical self-reflection.
Student actively performs critical self-reflection on some aspects of his functioning
Student actively performs critical self-reflection on various aspects of his own functioning and performance.
1.4. Efficiency in working with data Note: depending on the characteristics of the thesis work, not all three aspects (experimental work, data analysis and model development) may be relevant and some may be omitted
Experimental work Student is able to execute detailed instructions to some extent, but errors are made often, invalidating (part of) the experiment.
Student is able to execute an experiment that has been designed by someone else (without critical assessment of sources of error and uncertainty).
Student is able to execute an experiment that has been designed by someone else. Takes sources of error and uncertainty into account in a qualitative sense.
Student is able to judge the setup of an existing experiment and to include modifications if needed. Takes into account sources of error and uncertainty quantitatively.
Student is able to setup or modify an experiment exactly tailored to answering the research questions. Quantitative consideration of sources of error and uncertainty. Execution of the experiment is flawless.
Student is not able to setup and/or execute an experiment.
Data analysis Student is able to organize the data, but is not able to perform checks and/or simple analyses
Student is able to organize data and perform some simple checks; but the way the data are used does not clearly contribute to answering of the research questions and/or he is unable to analyze the data independently.
Student is able to organize the data, perform some basic checks and perform basic analyses that contribute to the research question
Student is able to organize the data, perform commonly used checks and perform some advanced analyses on the data
Student is able to organize the data, perform thorough checks and perform advanced and original analyses on the data.
Student is lost when using data. Is not able to use a spreadsheet program or any other appropriate data-processing program.
Model development Student modifies an existing model, but errors occur and persist. No validation.
Student is able to make minor modifications (say a single formula) to an existing model. Superficial validation or no validation at all.
Student is able to make major modifications to an existing model, based on literature. Validation using some basic measures of quality.
Student is able to make major modifications to an existing model, based on literature or own analyses. Validation using appropriate statistical measures.
Student is able to develop a model from scratch, or add an important new part to an existing model. Excellent theoretical basis for modelling as well as use of advanced validation methods.
Student is not able to make any modification/addition to an existing model.
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Item Mark for item
2-3 4-5 6 7 8 9-10
1.5. Handling supervisor's comments and development of research skills
Student does not pick up suggestions and ideas of the supervisor
The supervisor needs to act as an instructor and/or supervisor needs to suggest solutions for problems
Student incorporates some of the comments of the supervisor, but ignores others without arguments
Student incorporates most or all of the supervisor's comments.
Supervisor's comments are weighed by the student and asked for when needed.
Supervisor's comments are critically weighed by the student and asked for when needed, also from other staff members or students.
Knowledge and insight of the student (in relation to the prerequisites) is insufficient and the student is not able to take appropriate action to remedy this
There is some progress in the research skills of the student, but suggestions of the supervisor are also ignored occasionally.
The student is able to adopt some skills as they are presented during supervision
The student is able to adopt skills as they are presented during supervision and develops some skills independently as well
The student is able to adopt new skills mostly independently, and asks for assistance from the supervisor if needed.
The student has knowledge and insight on a scientific level, i.e. he explores solutions on his own, increases skills and knowledge where necessary.
1.6. Keeping to the time schedule
Final version of thesis or colloquium more than 50% of the nominal period overdue without a valid reason (force majeure)
Final version of thesis or colloquium at most 50% of the nominal period overdue (without a valid reason).
Final version of thesis or colloquium at most 25% of nominal period overdue (without valid reason)
Final version of thesis or colloquium at most 10% of nominal period overdue (without valid reasons)
Final version of thesis or colloquium at most 5% of nominal period overdue (without good reasons)
Final version of thesis and colloquium finished within planned period (or overdue but with good reason).
No time schedule made. No realistic time schedule. Mostly realistic time schedule, but no timely adjustment of time schedule.
Realistic time schedule, with some adjustments (but not enough or not all in time) in times only.
Realistic time schedule, with timely adjustments. of times only.
Realistic time schedule, with timely adjustments of both time and tasks.
2. Thesis report (50%)
2.1. Relevance research, clearness goals, delineation research
No link is made to existing research on the topic. No research context is described.
The context of the topic at hand is described in broad terms but there is no link between what is known and what will be researched.
The link between the thesis research and existing research does not go beyond the information provided by the supervisor.
Context of the research is defined well, with input from the student. There is a link between the context and research questions.
Context of the research is defined sharply and to-the-point. Research questions emerge directly from the described context.
Thesis research is positioned sharply in the relevant scientific field. Novelty and innovation of the research are indicated.
There is no researchable research question and the delineation of the research is absent
Most research questions are unclear, or not researchable and the delineation of the research is weak
At least either the research questions or the delineation of the research are clear
The research questions and the delineation are mostly clear but could have been defined sharper at some points
The research questions are clear and researchable and the delineation is clear.
The research questions are clear and formulated to-the-point and limits of the research are well-defined.
2.2. Theoretical underpinning, use of literature
No discussion of underlying theory.
There is some discussion of underlying theory, but the description shows serious errors.
The relevant theory is used, but the description has not been tailored to the research at hand or shows occasional errors.
The relevant theory is used, and the description has been tailored partially successful to the research at hand. Few errors occur.
The relevant theory is used, it is nicely synthesized, and it is successfully tailored to the research at hand.
Clear, complete and coherent overview of relevant theory on the level of an up-to-date review paper. Exactly tailored to the research at hand.
No peer-reviewed/primary scientific papers in reference list except for those already suggested by the supervisor
Only a couple of peer-reviewed papers in reference list.
Some peer-reviewed papers in reference list but also a significant body of grey literature.
Relevant peer-reviewed papers in reference list but also some grey literature or text books. Some included references less relevant.
Mostly peer-reviewed papers or specialized monographs in reference list. An occasional reference may be less relevant.
Almost exclusively peer-reviewed papers in reference list or specialized monographs (not text books). All papers included are relevant.
2.3. Use of No description of methods and/or data.
Research is not reproducible due to insufficient information
Some aspects of the research regarding data-collection,
Description of the data (collection, treatment) or
Description of the data (collection, treatment) or
Description of the data (collection, treatment) or
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Item Mark for item
2-3 4-5 6 7 8 9-10
methods and data on data (collection and/or treatment) and analysis methods
data-treatment, models or the analysis methods are described insufficiently so that that particular aspect of the research is not reproducible.
models as well as the analysis methods used is lacking in a number of places so that at most a more or less similar research could be performed.
models as well as the analysis methods used is mostly complete, but exact reproduction of the research is not possible due to lack of some details.
models as well as the analysis methods is complete and clear so that exact reproduction of the research is possible.
2.4. Critical reflection on the research performed (discussion)
No discussion and/or reflection on the research. Discussion only touches trivial or very general points of criticism.
Only some possible weaknesses and/or weaknesses which are in reality irrelevant or non-existent have been identified.
Most weaknesses in the research are indicated, but impacts on the main results are not weighed relative to each other.
Most weaknesses in the research are indicated and impacts on the main results are weighed relative to each other.
All weaknesses in the research are indicated and weighed relative to each other. Furthermore, (better) alternatives for the methods used are indicated.
Not only all possible weaknesses in the research are indicated, but also it is indicated which weaknesses affect the conclusions most.
No confrontation with existing literature.
Confrontation with irrelevant existing literature.
Only trivial reflection vis-a-vis existing literature.
Only most obvious conflicts and correspondences with existing literature are identified. The value of the study is described, but it is not related to existing research.
Minor and major conflicts and correspondences with literature are shown. The added value of the research relative to existing literature is identified.
Results are critically confronted with existing literature. In case of conflicts, the relative weight of own results and existing literature is assessed. The contribution of his work to the development of scientific concepts is identified.
2.5. Clarity of conclusions and recommendations
No link between research questions, results and conclusions.
Conclusions are drawn, but in many cases these are only partial answers to the research question. Conclusions merely repeat results.
Conclusions are linked to the research questions, but not all questions are addressed. Some conclusions are not substantiated by results or merely repeat results.
Most conclusions well-linked to research questions and substantiated by results. Conclusions are mostly formulated clearly but with some vagueness in wording.
Clear link between research questions and conclusions. All conclusions substantiated by results. Conclusions are formulated exact.
Clear link between research questions and conclusions. Conclusions substantiated by results. Conclusions are formulated exact and concise. Conclusions are grouped/ordered in a logical way.
No recommendations given. Recommendations are absent or trivial.
Some recommendations are given, but the link of those to the conclusions is not always clear.
Recommendations are well-linked to the conclusions.
Recommendations are to-the-point, well-linked to the conclusions and original.
Recommendations are to-the-point, well-linked to the conclusions, original and are extensive enough to serve as project description for a new thesis project.
2.6. Writing skills Thesis is badly structured. In many cases information appears in wrong locations. Level of detail is inappropriate throughout.
Main structure incorrect in some places, and placement of material in different chapters illogical in many places. Level of detail varies widely (information missing, or irrelevant information given).
Main structure is correct, but lower level hierarchy of sections is not logical in places. Some sections have overlapping functions leading to ambiguity in placement of information. Level of detail varies widely (information missing, or irrelevant information given).
Main structure correct, but placement of material in different chapters illogical in places. Level of detail inappropriate in a number of places (irrelevant information given).
Most sections have a clear and unique function. Hierarchy of sections is mostly correct. Ordering of sections is mostly logical. All information occurs at the correct place, with few exceptions. In most places level of detail is appropriate.
Well-structured: each section has a clear and unique function. Hierarchy of sections is correct. Ordering of sections is logical. All information occurs at the correct place. Level of detail is appropriate throughout.
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Item Mark for item
2-3 4-5 6 7 8 9-10
Formulations in the text are often incorrect/inexact inhibiting a correct interpretation of the text.
Vagueness and/or inexactness in wording occur regularly and it affects the interpretation of the text.
The text is ambiguous in some places but this does not always inhibit a correct interpretation of the text.
Formulations in text are predominantly clear and exact. Thesis could have been written more concisely.
Formulations in text are clear and exact, as well as concise.
Textual quality of thesis (or manuscript in the form of a journal paper) is such that it could be acceptable for a pear-reviewed journal.
3. Colloquium (5%)
3.1. Graphical presentation
Presentation has no structure.
Presentation has unclear structure.
Presentation is structured, though the audience gets lost in some places.
Presentation has a clear structure with only few exceptions.
Presentation has a clear structure. Mostly a good separation between the main message and side-steps.
Presentation clearly structured, concise and to-the-point. Good separation between the main message and side-steps.
Unclear lay-out. Unbalanced use of text, graphs, tables or graphics throughout. Too small font size, too many or too few slides.
Lay-out in many places insufficient: too much text and too few graphics (or graphs, tables) or vice versa.
Quality of the layout of the slides is mixed. Inappropriate use of text, tables, graphs and graphics in some places.
Lay-out is mostly clear, with unbalanced use of text, tables, graphs and graphics in few places only.
Lay-out is clear. Appropriate use of text, tables, graphs and graphics.
Lay-out is functional and clear. Clever use of graphs and graphics.
3.2. Verbal presentation and defence
Spoken in such a way that majority of audience could not follow the presentation.
Presentation is uninspired and/or monotonous and/or student reads from slides: attention of audience not captured
Quality of presentation is mixed: sometimes clear, sometimes hard to follow.
Mostly clearly spoken. Perhaps monotonous in some places.
Clearly spoken. Relaxed and lively though concentrated presentation. Clearly spoken.
Level of audience not taken into consideration at all.
Level of audience hardly taken into consideration.
Presentation not at appropriate level of audience.
Level of presentation mostly targeted at audience.
Level of presentation well-targeted at audience. Student is able to adjust to some extent to signals from audience that certain parts are not understood.
Clear take-home message. Level well-targeted at audience. Student is able to adjust to signals from audience that certain parts are not understood.
Bad timing (way too short or too long).
Timing not well kept (at most 30% deviation from planned time).
Timing not well kept (at most 20% deviation from planned time).
Timing is OK (at most 10% deviation from planned time).
Timing is OK. Presentation finished well in time.
Student is not able to answer questions.
Student is able to answer only the simplest questions
Student answers at least half of the questions appropriately.
Student is able to answer nearly all questions in an appropriate way.
Student is able to answer all questions in an appropriate way, although not to-the-point in some cases.
Student is able to give appropriate, clear and to-the-point answers to all questions.
4. Examination (5%)
4.1. Defence of the thesis
Student is not able to defend/discuss his thesis. He does not master the
The student has difficulty to explain the subject matter of the thesis.
Student is able to defend his thesis. He mostly masters the contents of what he wrote, but
Student is able to defend his thesis. He masters the contents of what he wrote, but
Student is able to defend his thesis, including indications where the work could have
Student is able to freely discuss the contents of the thesis and to place the thesis
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Item Mark for item
2-3 4-5 6 7 8 9-10
contents for a limited number of items he is not able to explain what he did, or why.
not beyond that. Is not able to place thesis in scientific or practical context.
been done better. Student is able to place thesis in either scientific or practical context.
in the context of current scientific literature and practical contexts.
4.2. Knowledge of study domain
Student does not master the most basic knowledge (even below the starting level for the thesis).
The student does not understand all of the subject matter discussed in the thesis.
The student understands the subject matter of the thesis on a textbook level.
The student understands the subject matter of the thesis including the literature used in the thesis.
Student is well on top of subjects discussed in thesis: not only does he understand but he is also aware of current discussions in the literature related to the thesis topic.
Student is well on top of subjects discussed in thesis: not only does he understand but he is also aware of discussions in the literature beyond the topic (but related to) of the thesis.