LaPointe, Daris Elise. Royal Roads University. Tolonen, Tiina; Nyqvist, Antti. Challenges to contract administration practices in tertiary institution in Ghana: A case study of university of Education Winneba-Kumasi campus.
Adu-Mensah, Daniel. Kwame Nkrumah University of Science and Technology. Raatikainen, E. University of Oulu. Optimal treatment for patients after anterior cruciate ligament rupture. Eggerding, Vincent. Erasmus University Rotterdam. Croitor, Evgheni. Selsor, Tyler Allen. Depaul University. Computing the trace of an endomorphism of a supersingular elliptic curve. Wills, Michael Thomas. Virginia Tech. Optimization, Learning, and Control for Energy Networks.
Singh, Manish Kumar. Svobodna volja managerjev pri uveljavljanju etike podjetja. Univerza v Mariboru. The Edible Suburb: Humanist Living. Juriga, Michael G. University of Cincinnati. Ahonen, Laura; Jenna, Jakonen. Varhaiskasvatuksen opettajien ajatuksia kaksivuotisen esiopetuksen kokeilusta. Kaukkila, T. Wei, Guanghao. Perspectives psycho-sociolinguistiques. Psykososiolingvistiske perspektiver. Lucas, Sebastien. Stakeholder management challenges on ppp projects in Ghana.
Appiah, Dominic Dwamena. Trad, Rozan. University of Western Ontario. Dominic Dr. Ammattikorkeakoulun TKI-aineistot haltuun datakatalogilla. Lehto, Anttoni. Hietanen, Riina. The Writers' Room. Karhula, Miira; Lehti, Timo. Metropolia Univeristy of Applied Sciences. Byman, O. Colloidal particles at fluid interfaces : from stabilizing emulsions to destabilizing them. Griffith, Christopher Adam.
University of Texas — Austin. Rakennustelineiden ankkurointi. Kuniala, Tuomas. Correlation between dusting gauge method and paper quality values. Asikainen, Elina. Moilanen, Sari. Moreno, Alberto Daniel. Striffler, Julia. Workplace health promotion and its effects on production: A case study of CSGH design, construction and project management company. Mensah, Delphine Dede. Ulrich, Jakob Johannes. Source properties and population distributions of Fast radio bursts. Broeders, Mike. Benabderrahmane, Ahlem.
Schledewitz, Waldemar. University of Manchester. The role of the learning support teacher in facilitating learner engagement. Stellenbosch University. Marketing strategy management of Costco : Analysis and comparison to S-Group. Chen, Jiangpei. Development and applications of hyperpolarized 13C and 1H MR spectroscopy of cerebral metabolism at ultra-high field.
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Universidad de El Salvador. That meeting helped me feel less overwhelmed and more confident. A senior colleague of mine, who was an expert adviser for Ph. I would deal with the revisions while he was moving on to the next chapter, which made it much more manageable and saved a lot of time. At that time, I badly needed someone to tell me that I wasn't doing something totally wrong or stupid. I sent my chapters to my PI one by one as I finished writing them.
At times, I would get some feedback relatively straight away by email or through Skype; other times, I would need to send one or two reminders. Setting deadlines for myself, and letting my PI know about them, made me more accountable and helped me stick to my schedule. When I needed concrete tips on specific aspects of the thesis and my PI was really busy, I would just stop by his office. I also sent individual chapters to people whom I knew had an interest in my research, mainly for proofreading, and I tried to find native English speakers to help me with grammar and spelling.
I notified them all ahead of time so that they would have some flexibility on when and how to give me feedback. I was lucky to have a very caring supervisor who literally always had his door open. However, I tried to only request his input when I felt that critical decisions had to be made, for example when I had finished an outline or a chapter.
He provided feedback mainly through track changes added to my drafts, which I found very convenient. When I received his input, I tried to deal with the revisions immediately, leaving the comments that required more work for later. By tackling the quick revisions first, I felt that I was making progress, which helped me stay motivated.
To focus on my writing, I had to stop most of my research, though I still performed some minor tasks that did not require significant time and concentration, such as launching computer calculations. Regarding work-life balance, my wife and I have an informal pact that we try not to work after dinner and on weekends.
Without proper rest, productivity just drops and you end up feeling miserable. I can't say that this pact was enforced during the thesis writing period, but even in the most intense times, we did get out of town at least once a week for a walk in nearby parks and nature reserves to decompress. During the entire writing period, I kept some other work-related activities going. Especially at the beginning, I remained active as a teaching assistant.
Working with students was a nice distraction from my thesis, and it was motivating to see that my work was useful and appreciated by others, especially during unrewarding writing times. I also worked on other research projects in parallel and went to several international conferences and a summer school on citizen science.
These activities not only offered a welcome break from the thesis, but also reminded me of how important and interesting my research was. I also made sure to stay active to keep up my positive energy. Going to the gym always brought me back to writing with a clear mind and a healthier feeling.
Sometimes I would try to arrange coffee breaks with friends to reward myself with a piece of cake and good company. Other times, planning to visit a museum or try a new restaurant helped me keep going by giving me a nice event to look forward to. I stopped doing most of my fieldwork about a year and a half before my thesis was due, which was about the same time my son was born.
After my maternity leave, I spent 6 to 8 hours a day writing from home, with my baby on my lap or sleeping next to me. Once he was in day care at 7 months old, I went to coffee shops nearby so that I could pop over and nurse him at lunchtime. Several times a day, I practiced the Pomodoro Technique where I'd set the timer for 45 minutes and not do anything but write—no emails, no social media, no other tasks. If I thought of something I needed to do, I wrote it down for later.
In addition to combining writing with motherhood, other aspects of work-life balance were also extremely important to me. I didn't work most weekends, and I made sure I got outside and exercised or had some fun every day.
Letting go of guilt about not working was key. Feeling bad doesn't get you anywhere, and it just makes the experience unenjoyable for you and the people you love or live with. Early on, it really helped to take a few days away from the lab and just write. I took advantage of the fact that my parents were on holiday and spent a week in their house. I set realistic daily deadlines, and if I met those I treated myself with a little reward, like a short run through the forest or an evening picnic with an old friend.
That week proved very productive, and I came back motivated to get the rest of my writing and experiments done. After I returned, I made sure to continue doing some fun activities without necessarily having to achieve something first, as I realized that I should not be too hard on myself. Going for a run between writing spells, for example, allowed me to get some distance from my thesis and helped me to maintain perspective and generate new ideas.
It was really hard, but I did enjoy it. Writing can feel like a very long, lonely tunnel, but the more you practice, the easier it gets. Starting with the easy task of reformatting my published articles allowed me to make a large amount of progress quickly and feel in control of the writing process while reducing the stress of the approaching deadline.
I had a harder time with my thesis introduction, though I really enjoyed digging through the history of my field. I was even happy that I had to do it—this way, I could prioritize it over other tasks. But the extensive reading made writing much more challenging than I expected, and the tight deadline made it less enjoyable.
Almost until the very end, I felt like the task was overly ambitious. To reduce stress at that stage, I kept reminding myself that it was a unique chance to focus on the history of research instead of the research itself. Writing my thesis was for sure an experience that I enjoyed.
This was the moment when I was finally putting together all my work of the last 5 years, and I was proud of it. I guess a good work-life balance would have been important; too bad I did not maintain it. All I could feel was panic. For 2 months, I basically did nothing besides writing my thesis and applying for jobs. When I needed a break from the thesis, I switched to my job applications. This was one of the most miserable times of my academic career.
Luckily, at the end I got the postdoc I wanted, which made me forget all the stress and frustration. My Ph. It wasn't always easy, but remembering that every little effort brings you closer to your final goal is crucial to just keep going and survive emotionally. And while writing was daunting at times, I also found it motivating to see just how much research I had done. I'm only at the beginning stages of my writing, but it has been enjoyable so far.
This is probably because I will finally have something tangible out of my Ph. A thesis is not only about the science, but also about how to present it. Even though I had published papers containing a lot of material ready to be included in the thesis, I still had to put a lot of effort and time into reformatting the text, and I even had to improve or update some figures.
If I could go back in time, I would start writing my thesis in my first year rather than leaving all the work for the last year. The introductory chapters explaining your subject matter can be written before having any data, and in retrospect, I had all the scientific results to write two-thirds of my thesis before the beginning of my last year.
When I was studying for orals in my second year, I was very organized about writing my notes and archiving relevant papers, which proved super helpful when writing my thesis. It was also very helpful that in the first few years of my Ph. I had written dozens of grant proposals, which gave me an early opportunity to think about how to present the big picture, as well as some text that I could use as a starting point.
I saw it as my best chance to sum up the nonscientific part of my Ph. I chose to leave it until after my defense, when I could write at a much more relaxed pace during the few weeks I had to edit my thesis. Beware of perfectionism. A doctoral thesis concludes a major part of one's life and there is a tendency to want to make it flawless. In my case, a non-negotiable deadline provided an effective remedy. Other projects or life events may also impose deadlines.
Regarding technical aspects, my department provides a LaTeX template, which was very helpful. It enforces structured writing and deals with all the formatting so that you can focus on content. For example, it handles numbering, so you don't have to update figure numbers every time you insert or delete a figure. And because LaTeX is based on plain text format, I don't have to worry about not being able to open my thesis file a decade from now.
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