Organizational Tips For Sports Research Paper Writing

Organizational Tips For Sports Research Paper Writing What Is Sports Research Paper? Sports research paper is an independent scientific investigation aimed at solving problems in the field of physical culture and sports. The purpose of the research paper completion is the in-depth examination of knowledge gained during studying with its consolidation and synthesis. A research paper provides an opportunity to identify the level of specialized and scientific training of a student and his/her ability to apply the knowledge gained in the process of research work. The primary skills and techniques to complete the scientific research got a form as a result of the research paper. Individual students, in agreement with the Department of Theory and Methods of Physical Education, can write the Sports Research Paper at the departments of pedagogy and psychology. The contents of the research paper should cover the problems of physical education of different population groups. Topics and Directions Sports research papers in terms of content can be: Theoretical – made on the basis of an analytical collection of literary data; Empirical – made via analysis of the best practices of specialists in physical education and sport, student’s own experience, planning documents, accounting and reporting which reflect educational, training, and educational processes; Experimental – made on the basis of own research; Constructive – the manufacture of instruments, visual aids, simulators, and models; describing its effectiveness in the experiment. Good Topic Examples: History and Functional-Typological Features of Sports Medication Communications; Psychological Training of Youth in Boxing; The Specifics of Avoiding the Bones Trauma in Soccer; The Interlinkage Between Thrombosis and Application of Steroids; The Anti-Doping Code Analysis Concerning the Technological Advancement. Bad Topics Examples: History of Soccer; The Tennis Matches Rules; Injuries and Their Effect on Sports Career; The Regulations Rules in Football; Regular Sport among Youth. Planning and Outlining The research plan is writing in the following sequence: Definition of research direction; Development of the thesis; Construction of a research plan/outline. Stages to Complete Sports Research Papers Stage 1 – the choice and justification of the Research Paper topic; Stage 2 – drawing up a Research Plan / Outline and Thesis Statement; Stage 3 – working on literary sources and materials describing the experience of practical work regarding the subject; Stage 4 – definition of tasks, methods, object, and the research program; Stage 5 – writing an introduction and the first Section of a research paper; Stage 6 – organization and conducting of own researches, completion of the second section of the research paper; Stage 7 – processing and analysis of the results, writing of the third section of the research paper; Stage 8 – writing conclusions and practical recommendations; Stage 9 – submitting your research paper and presenting to the instructor and getting the instructions to modify the content; Stage 10 editing of the draft; introducing of final version; research paper presentation. Structure and Content of Sports Research Paper As a rule, the structure of Research Paper includes the next parts: Title Page; Content; List of Symbols (if necessary); Introduction; Main Sections; Conclusions; List of Used Literature; Appendixes. Methods to Write the Sections An Introduction is presented in the following sequence: Explanation of the topic relevance; The purpose of the work; Object and subject of research; Objectives of the study; Theoretical and practical specifics; Thesis Statement. A set of characteristic features determines the relevance of the topic regarding the physical culture and sport: The direction of the theme aims to solve the most critical social tasks intended for improving the system of physical education in the country and strengthening the health of different groups of the population. For example: ‘Physical culture is an integral part of the general culture of humankind aimed at strengthening the health of the population, the formation of individual moral-volitional, and psychological qualities of the individual.’ The significance of the topic for improving the training process. For example: ‘Optimization of the training process by the non-traditional means of physical education.’ The need for in-depth scientific research of a particular problem. For example: ‘Learning how children of elementary school age readjust to schooling and mastering the contents of the modern curriculum of physical education.’ The need to develop innovative technologies in physical education. For example: ‘Systematization of experimental data and generalization of pedagogical experience of trainers, innovators, and educators; development of new methods of planning, teaching, and means of training.’ The goal supposes identification of the most effective ways to optimize the physical education. After determining the purpose of the research, the student must select the object, subject, and formulate the theme. The object of the investigation may be a lesson of physical culture, the subject – a student or a group of students, the theme – the regularities for the further improvement of the educational process. For example: ‘The research paper aims to determine the situation with the physical fitness among the children of junior school age.’ The tasks of the study are developed following the stated purpose. For example: ‘1. To determine the level of physical preparedness of junior pupils. 2. To develop a methodology for advancing the level of physical fitness of junior pupils.’ The relevance of the research paper means scientifically substantiated data developed for the first time that should be used in the process of physical education. For example: ‘The student scientifically substantiates and experimentally specifies the knowledge about the most optimal age zones to develop the frequency of the movements in children who are engaged in athletics and are of the middle school age.’ The theoretical significance of the study is based on previously obtained scientific knowledge. For example: ‘The structure of the physical culture formation was developed as a result of the generalization of the obtained scientific data and studying of the person’s physical culture features; the individual system of values was proposed and scientifically substantiated.’ Practical significance is characterized by some features that make it possible to determine the importance of the results obtained and the effectiveness of its implementation in practice; development of author’s practical and methodological recommendations, presentation of scientific research at scientific-methodological conferences. For example: ‘Based on the research materials, the practical (methodological) recommendations â€Å"Strengthening health utilizing physical education† were developed; it is recommended for teachers, trainers, students, and young scientists. Research results are presented at the scientific conference, at a scientific methodological seminar on the theory and methodology of physical education, or in the work of an experimental group of young scientists.’ Thesis statement forms the subject of a particular study. Good example of a thesis statement: ‘Theoretical analysis of specialized literature and generalization of experience generated by the specialists through their work activities allows predicting that the use of simulators and modern computer technology in the process of students training will enable to control their physical condition and contribute to improving the efficiency of sports.’ Poor example of a thesis statement: ‘Sports history proves that exercises are useful in struggling with the extra weight.’ Literature Review The literature review denotes an essential part of the work and can consist of several subdivisions, points, and sub-items. This section represents, compares, analyzes, and summarizes the received data of scientific researches of scientists that cover the central issues of the topic. Examples of the Scholar Sources: The Ones Our Writers Use as Well Sheppard, J. M., Young, W. B. (2006). Agility literature review: Classifications, training and testing. Journal of Sports Sciences, 24(9), 919-932. Impellizzeri, F. M., Rampinini, E., Coutts, A. J., Sassi, A. L. D. O., Marcora, S. M. (2004). Use of RPE-based training load in soccer. Medicine Science in Sports Exercise, 36(6), 1042-1047. Spence, S. H. (2003). Social skills training with children and young people: Theory, evidence and practice. Child and Adolescent Mental Health, 8(2), 84-96. Jones, M. V. (2003). Controlling emotions in sport. The Sport Psychologist, 17(4), 471-486. Kirk, D., MacPhail, A. (2002). Teaching games for understanding and situated learning: Rethinking the Bunker-Thorpe model. Journal of Teaching in Physical Education, 21(2), 177-192. The material can be presented in chronological order or the set of the questions under the focus. Writing a literary review is recommended in the following sequence: To select particular scientific-methodical literature. To learn and analyze the material. To write the basic questions of the text related to the topic of scientific work. The content of the text is written in the form of quotation, abstracts, annotations, and plan. Writing the section via the quotations are used to determine precise concepts, terms, and guidelines for substantiating the personal opinions and characteristics of the author’s point of view. The student should also specify the author’s second name and the year of publication (via comma or brackets) in the text. It is vital to consider the features of formatting (APA, Harvard, MLA, and others). For example: ‘The literature reflects a large number of recommendations and programs for improving the walking and the running for adults and adolescents in complex with the systematized load settings in programs (Warner, 2013).’ Methods and Organization of Research After writing the review part, the student needs to formulate two-three main tasks (or more if necessary). For example: ‘1. To study the age-old peculiarities of speed in children of middle school age. 2. To determine the dynamics of the development rate among children of middle school age.’ The text below specifies the methods that are defined for solving the issues. For example: ‘To solve the problems, the following methods of research were used: 1. Study of scientific-methodical literature. 2. Theoretical-comparative analysis and generalization of literature data. 3. Pedagogical observation. 4. Educational experiment. 5. Control exercises. 6. Physiological methods. 7. Methods of mathematical statistics.’ The generally accepted methods and techniques of scientific research in the work do not describe in detail but only indicate the name of the design, the author, and the year of publication which illustrates this design. The application of the author’s technique requires a complete description with explanations of formulas, diagrams, or drawings. All possible changes, modifications, and additions to the methods of other authors are scientifically substantiated and described in detail. Then follows the description of the organization of the study: location, timeline, and study conditions; features of experimental groups. Meanwhile, the number of subjects, age, sex, medical specification, and related factors could be the objects of research. For example: ‘The study involved girls and boys 9-10 years old studying at Bradford’s school in Washington DC. The total amount was 100 people. All children belonged to the main medical group concerning their health state. The level of physical development and preparedness of the subjects were approximately the same. The study was conducted in September 2017. It was based on physical education lessons. Safety instructions and job performance rules were explained before the control exercising. The best result out of the three attempts was recorded in the protocol.’ Research Results The results are the central part of the work that outlines the outcomes and conclusions of the research. The obtained research results are compared with the evidence of other researchers; the validity or erroneousness of established regularities, provisions, and explanations are substantiated; the assumptions outlined in the thesis statement are checked. The text is accompanied by drawings, tables, diagrams, graphs, and photos. For example: ‘It has been proved that the level of General Physical Preparedness (GPP) of students involved in sports, aerobics, and athletics triple times a week is 50% higher than that of students getting the physical education only. At this point, the part of students with an average level of physical fitness has decreased by 10% for a school year, while GPP higher than average has increased by 25%.’ The illustrated material is of great importance when writing the text of the Results section. During the study, the student collects the actual content (photographs, videos, questionnaires, digital data, certificates) and then compiles it in the table and graphic illustrations. Conclusions The indication of findings must finish the text of the sports research paper and, if necessary, supplemented by the practical recommendations. The conclusions highlight the most important scientific and practical results obtained during the study of its significance for science and practice. The findings are briefly, clearly, and entirely consistent with the objectives of the study. The number of points is not limited, but usually ranges from 2 to 10. For example: ‘1. The physical development indicators in the observed schoolchildren corresponded to a range of values character to the sex-age groups in the region. The peculiarity of the physical development of these schoolchildren is the tendency towards the increase of body length indices and reduction of chest circumference and body weight in all groups (p>0,05). 2. According to the results of the testing assessment offered by the school curriculum, 59.7% of schoolchildren showed a low level of physical fitness. The tests that were the most difficult to perform are: â€Å"pull-up,† â€Å"tilt forward,† â€Å"running on endurance,† and â€Å"shuttle running.† The range of unsatisfactory evaluations according to the results of their implementation varies from 18.9% to 51.6%.’ Finally, practical recommendations are formulated in paragraphs similar to the conclusions. Recommendations would allow teachers and trainers to improve the efficiency of the educational process significantly. For example: ‘The complexity of physical exercises has gradually increased according to the stages of learning and the individual characteristics of students.’ ‘Development of coordination abilities should be given attention at junior school age.’ ‘To ensure a high motor density of a lesson, one needs to apply non-traditional learning tools.’ References consist of the works of all the mentioned authors in the text. The list of authors is given in alphabetical order and adjusted according to the needed format. Not intimidated on how to write a sports research paper anymore? Great! This means are tips are of great value.

Employment of Forensic Science Examinations within the U.S. Military Dissertation

Employment of Forensic Science Examinations within the U.S. Military - Dissertation Example It is also very light and easy reading and does not make use of technical terms to express its important elements and details. The disadvantages of this article are that firstly, it is not an academic paper hence its sources are not cited and supported. Secondly, most of its data do not come from primary evidence as most of them come from second-hand data secured from other authors and other studies. Nevertheless, this study establishes a clear picture of the value and importance of DNA and forensic evidence in the criminal justice system within and outside the military system. In a paper by the Committee on Identifying the Needs of the Forensic Sciences Community (2009), the committee carried out a study on the strengthening of forensic science in the United States. The study discussed the different recommendations of a Senate Report on assessment of forensic science needs of state, and local authorities; on the maximal use of the resources for forensic sciences; identification of p otential forensic advancements; on the recommendations of programs to increase qualified forensic sciences; and on the assessment of the role of the forensic community in homeland security. This study also identified issues on limited resources in the application and the use of forensic science. These issues also include the transition of forensic science into the process of litigation which may sometimes translate to gaps in its application. The study makes different recommendations which include the increase of funding and allocation in forensic science, the use of standard terminology in the reporting of forensic examinations, research on validity and reliability of forensic science, studies on the improvement of the... This study is advantageous because it specifies the different issues which forensic science is facing, and these issues are well-supported by evidence. Proper sources are provided by the committee and are used as basis for the review and assessment of the forensic science and its applications in the actual practice. The issues are also clearly defined by the committee and the causes as well as the possible recommended solutions to each issue are also clearly presented by the committee. Recommendations in relation to homeland security are also established by the committee, and this is based on the specifications of the Senate report. This report is also an academic and scholarly paper because the details it includes and discusses are well supported by verifiable and reliable evidence. Although it is a report supported by the government, there is no sign of bias or falsehood in its content. This report is disadvantageous in the sense that it does not provide sufficient data and support on the current applications of forensic science in the military. Although it provides a discussion on forensic science in terms of the Department of Homeland Security, it does not provide a picture of how forensic science can be applied in the military in their criminal investigations. There is a need therefore for future studies of this committee to consider the actual applications of forensic science in the military and to review how well they blend in into the system and how well they assist personnel in the application of the criminal justice system.

Ethical Issues in Accountancy Essay Example | Topics and Well Written Essays - 2500 words

Ethical Issues in Accountancy - Essay Example The growth of corporate visibility and influence has led to their owning ethical and moral responsibility for their products and actions and consequences thereof on society and individuals. Corporations have been accused of accounting fraud, insider trading, executive over-pay, declining pension funds or in general of corporate 'greed' and 'irresponsibility'. The 1998 OECD guidelines for multinationals lay down responsibility towards human rights, the environment and elimination of child and forced labour. OECD code 2000 is 'the reflection in management practice of various legal, regulatory and social pressures that motivate the company to prevent abuses of market power and to redress other sorts of market failure' (OECD, 2001) Business is faced with a challenge to improve creation of wealth for its shareholders and at the same time to meet requirements of the changed perceptions of social and ethical responsibilities, which in the short-run perspective, might not be compatible. However, with the change in stockholder awareness and scepticism, the company is also being tasked to meet its social and ethical obligations. A specific instance is the negative impact of a company's product on the community and how far is the responsibility to be laid at the doors of management when the cause of the impact might have been due to a product marketed decades back and especially when scientific awareness of the negative impact was not known. ... d examine the different issues involved in the above circumstances, especially in light of the behaviour of James Hardie Industries who were involved in a case based on the negative affect of the use of asbestos in its products, and how these impact the ethical issues in accountancy. Literature Survey Literature survey in this research is targeted at the impact of new requirements of ethics and social responsibility accounting on the basic principles of accountancy and audit functions as well as the literature available on the John Hardie Industries case. These are given as Sections I and II respectively below: Section I Changing expectations and skepticism of the stakeholder, places pressure on companies to accept moral responsibility for the negative impact of their products on the community even though the claims may arise from operations many decades ago. Society is increasingly suspicious about the moves by corporations to avoid their responsibilities, which eventually leads them to bowing to pressure from a society skeptical of their protests of innocence and pretence of compassion for those who have suffered from their activities. The question therefore arises as to how far management is responsible for the negative impact of their products on the consumer and society. "Having a corporate conscience means that a company takes responsibility for its actions just as any conscientious individual would be expected to do. In corporate terms, this means that a company is accountable to the public for its behaviour not only in the complex organisational environment but in the natural physical environment as well. A company is thus responsible for its products and for its effects on the public". (Guerrette, 1986, p 410) It is thus essential that companies disclose

The Fault And Rise Of John Lasseter Essay Example for Free

The Fault And Rise Of John Lasseter Essay John Lasseter grew up in a family heavily involved in artistic expression. Lasseter was drawn to cartoons as a youngster. Then as a freshman in high school he read a book entitled The Art of Animation. The book, about the making of the Disney animated film Sleeping Beauty, proved to be a revelation for Lasseter. He discovered that people could earn a living by developing cartoons. Lasseter started writing letters to The Walt Disney Company Studios regarding his interest in creating cartoons. Studio representatives, who corresponded with Lasseter many times, told him to get a great art education, after which they would teach him animation. When Disney started a Character Animation Program at the California Institute of Arts film school, the Disney Studio contacted Lasseter and he enrolled in the program. Classes were taught by extremely talented Disney animators who also shared stories about working with Walt Disney. During summer breaks from Cal Art classes, jobs at Disneyland further fuelled Lasseter’s passion for working as an animator for Disney Studios. Full of excitement, Lasseter joined the Disney animation staff in 1979 after graduation from the California Institute of Arts, but he was met with disappointment. According to Lasseter, â€Å"[t]he animation studio wasn’t being run by these great Disney artists like our teachers at Cal Arts, but by lesser artists and businesspeople who rose through attrition as the grand old men retired.† Lasseter was told, â€Å"[y]ou put in your time for 20 years and do what you’re told, and then you can be in charge.† He continues, â€Å"I didn’t realize it then, but I was beginning to be perceived as a loose cannon. All I was trying to do was make things great, but I was beginning to make some enemies.† In the early 1980s, Lasseter became enthralled with the potential of using computer graphics technology for animation but found little interest among Disney Studio executives for the concept. Nonetheless, a young Disney executive, Tom Willhite, eventually allowed Lasseter and a colleague to develop a 30-second test film that combined â€Å"hand-drawn, two-dimensional Disney-style character animation with three-dimensional computer-generated backgrounds.† Lasseter found a story that would fit the test and could be developed into a full movie. When Lasseter presented the test clip and feature movie idea to the Disney Studio head, the only question the studio head asked concerned the cost of production. Lasseter told him the cost of production with computer animation would be about the same as a regular animated feature, and the studio head informed Lasseter, â€Å"I’m only interested in computer animation if it saves money or time.† Lasseter subsequently discovered that his idea was doomed before he ever presented it to the studio head. Says Lasseter, â€Å"[w]e found out later that others poked holes in my idea before I had even pitched it. In our enthusiasm, we had gone around some of my direct superiors, and I didn’t realize how much of an enemy I had made of one of them. I mean, the studio head had made up his mind before we walked in. We could have shown him anything and he would have said the same thing.† Shortly after the studio head left the room, Lasseter received a call from the superior who didn’t like him, informing Lasseter that his employment at Disney was being terminated immediately. Despite being fired, Lasseter did not speak negatively of the Disney organization, nor did he let others know anything other than the project on which he was working had ended. His personal admiration and respect for Walt Disney and animation were too great to allow him to do otherwise. Lasseter was recruited to Lucasfilm by Ed Catmull to work on a project that â€Å"turned out to be the very first character-animation cartoon done with a computer.† Not too long afterwards, Steve Jobs bought the animation business from George Lucas for $10 million and Pixar Animation Studios was born. Lasseter became the chief creative genius behind Pixar’s subsequent animated feature film successes like Toy Story, Toy Story 2, A Bug’s Life, and The Incredibles, among others. In 2006, Disney CEO Robert Iger and Pixar CEO Steve Jobs consummated a deal for Pixar to become a wholly-owned subsidiary of Disney. Iger wanted to reinvigorate animation at Disney, and as the top creative executive at Pixar, John Lasseter, was viewed a key figure in achieving this objective. Lasseter â€Å" is regarded by Hollywood executives as the modern Walt [Disney] himself [with capabilities] that have made Pixar a sure thing in the high stakes animated world.† Former Disney Studios head, Peter Schneider, says Lasseter â€Å"is a kid who has never grown up and continues to show the wonder and joy that you need in this business.† Current Disney Studio chief, Dick Cook, says that Lasseter is like the famous professional basketball player, Michael Jordan. â€Å"He makes all the players around him better.† Lasseter now oversees development of movies at both Pixar’s and Disney’s animation studios. Says Lasseter, â€Å"I can’t tell you how thrilled I am to have all these new roles. I do what I do in life because of Walt Disney his films and his theme park and his characters and his joy in entertaining. The emotional feeling that his creations gave me is something that I want to turn around and give to others.† Discussion Questions 1. What forms of interpersonal power are evident in the case? 2. In what ways do the two faces of power appear in this case? 3. Does the firing of John Lasseter from Disney Studios and the events leading up to his firing demonstrate the ethical use of power? Explain your answer. 4. Did the firing of John Lasseter indicate the existence of political behaviour in the Disney organization?

Aristotelian Ethics and its Context Essay -- Philosophy Ethics Essays

Ethics as Politics: On Aristotelian Ethics and its Context ABSTRACT: This paper argues that the assertion of Nicomachean Ethics I.ii that the art that treats of ethics is politics is to be understood properly not in the sense of politics qua nomothetike but just as politike, i.e., direct, participatory politics as was enjoyed in the Athenian polis and as the formed background to Aristotle’s philosophizing on the nature of ethics. The ethical import of politics can be retrieved from Aristotle’s Ethics (in both versions) and Politics by dwelling on the connection of eudaimonia and humanity’s function as such. Aristotle does not construe this function as contemplation but rather as the practical application of reason-reason leading to action. This, however, is the subject of politics. This specific human function, the function that makes us homo sapiens, can not be displayed in rule-be-ruled institutions such as the oikos (household) since such institutions and their collateral behaviors are predetermined based on rank or r ole. But achieving the distinctively human telos requires that such rule-be-ruled relations and behaviors be transcended since those relations and behaviors exclude the free exercise of deliberative intelligence. I begin with a proposition: that ethics (in the classical sense) (1) requires politics as the venue of its implementation; indeed, that ethics in a fundamental sense is politics. Ethics is politics inasmuch as the achievement of human happiness—"the activity of the soul in accordance with excellence, lasting a lifetime"—is public, both in that the achievement requires the presence of co-equals as the condition of its emergence, and in the sense that the excellence achieved (one's character) is public... ... modern metaphor for the political and ethical consequences of lapsing into a state of nature: the history of the Bounty mutineers (1789 and following) and their settlement of Pitcairn Island and the ensuing rapid self-destruction of the adult male population until, within four years of the settlement’s founding, only four men and ten women remained alive, and within a further seven years, all remaining men had been murdered except for one who was left as sole adult male dominating a community of females and juveniles. (23) The absence of a hierarchy of competitors refers to practices within a given sport category: competitors within a given Class A league are co-equals—but this does not imply the exclusion of other (higher or lower) sport categories (e.g., AA vs. A or AAA vs. AA) based on such factors as competitors' size, size of competitor pool, and so on.

Developing a Marketing Research Proposal

Marketing Research Professor Tom Tafolla Midterm Exam Developing a Marketing Research Proposal 84179 Marketing Research Proposal Kraft Food Healthy Snack Product Development for 50+ Market Introduction For years, Kraft Foods are hiring experts to conduct lengthy studies on a product's marketability, visual and taste, all to sell you more foods stuffed with sugar, fat and salt. Now Kraft Food is blamed by publics it only cares about consumers' personal taste, but not personal health, especially for the aged people.Since baby boomer is a uge population in the US and nave a strong purchasing power, they are trying to save their losing competitiveness in this huge market. Therefore Kraft Food's product development department is seeking a research service consultant to conduct baby boomer market, to discover new product opportunities of healthy snacks. Research Objectives The objectives of this research are: 1 . To understand how baby boomers make snack purchase decisions and choices. 2. To learn who are the key influencer in snack consumption decisions in baby boomer market 3.To gain insights into the obstacles to choosing Kraft Food product 4. To understand what health considerations exist in baby boomer market Marketing Challenges and Opportunities Challenges: 1 . Kraft Food products' images are deeply rooted in the hearts of people's mind, which is tasty, satisfying your bliss point, but not very healthy. 2. Snack is usually designed for leisure time between meals; people seldom consider its health value. Opportunities: 1. Baby boomer is a huge market and has strong purchasing power 2. The lack of healthy snack market 3.If consumer is looking for an easy way to eat healthy, without having to change their daily routine too drastically, snacks should be a good entry point. Information Coverage Information for this research will be collected according to the following hierarchy of needs: 1. Baby boomer group information 2. Healthy food information Research Design P rimary Research: 1 . In store observation: baby boomer's purchasing routine and behavior on snacks. Healthy considerations while making choice. 2. In home interview: baby boomer's eating routine on snacks

Masters and Doctoral Degrees Whats the Difference

After receiving your masters degree, there are still more options to study in graduate school, including an additional masters degree, doctorate programs (Ph.D., Ed.D., and others) and certificate programs to consider. These degree and certificate programs all vary in level, time to complete, and more. Additional Masters Degrees If you have already earned a masters degree and wish to continue your studies, you might consider a second masters degree. Since masters degrees tend to be specialized degrees, as you grow within your career you may find that a new specialty is required or that two specialties will make you an even more desirable candidate when job hunting. In education, for example, many teachers earn a Masters of Arts in Teaching degree but may return to the classroom to study for a degree in the field in which they are teaching, such as English or mathematics. They may also wish to pursue a degree in organizational leadership, especially if they are looking to grow into an administrative role in the school. Masters degrees generally take two, sometimes three, years to complete (after earning a bachelors degree), but pursuing a second degree in a similar discipline might allow you to carry over some credits and complete the program sooner. There are also some accelerated masters programs that can earn you a degree in less than a year; just be prepared for a lot of hard work. All masters programs entail coursework and exams, and, depending on the field, possibly an internship or other applied experience (for example, in some fields of psychology). Whether a thesis is required to obtain a masters degree depends on the program. Some programs require a written thesis; others offer an option between a thesis and a comprehensive exam. Some programs provide capstone courses, which are usually semester-long courses that provide a comprehensive overview of everything learned within the program and ask students to complete several small thesis statements to demonstrate mastery. A meaningful way in which masters programs differ from many, but not all, doctoral programs is in the level of financial aid available to students. Most programs do not offer as much assistance to masters students as they do for doctoral students, and so students often pay most if not all of their tuition. Many top institutions even offer full scholarships for doctoral students, but a doctoral program is usually a much more comprehensive and time-consuming educational program, requiring a full-time commitment, versus the possibility of working your full-time job while going for a masters degree. The value of the masters degree varies by field. In some areas such as business, a masters is the unstated norm and necessary for advancement. Other fields do not require advanced degrees for career advancement. In some cases, a masters degree may hold advantages over a doctoral degree. For example, a masters degree in social work (MSW) may be more cost-effective than a doctoral degree, given the time and funds required to earn the degree and the pay differential. The admission offices at the schools youre applying to can often help you determine which program is best for you. Ph.D. and Other Doctoral Degrees A doctoral degree is a more advanced degree and takes more time (often a great deal more time).  Depending on the program, a Ph.D. could take four to eight years to complete. Typically, a Ph.D. in North American programs entails two to three years of coursework and a dissertation — an independent research project designed to uncover new knowledge in your field that must be of publishable quality. A dissertation can take a year or more to complete, with most averaging about 18 months. Some fields, like applied psychology, may also require an internship of one year or more. Most doctorate programs offer various forms of financial aid, from assistantships to scholarships to loans. The availability and types of support vary by discipline (e.g., those in which faculty conduct research sponsored by large grants are more likely to hire students in exchange for tuition) and by the institution. Students in some doctoral programs also earn masters degrees along the way. Certificate Programs Certificates can usually be earned in less than a year and are often significantly less expensive than going after additional degrees. If youre wondering what should come after your masters degree and youre not sure if a doctoral program is right for you, this could be the way to go. Certificates range in scope greatly and can allow you to hyperfocus on the areas in which you wish to excel. Some schools even offer certificate programs that are of a masters degree caliber, so you can walk away better prepared for your career and without breaking the bank. Employers who offer tuition assistance may look favorably on a less expensive certificate program as well. Which Is the Best? There is no easy answer. It depends on your interests, field, motivation, and career goals. Read more about your field and consult faculty advisers to learn more about which option best fits your career goals. Some final considerations are as follows: What types of jobs do a masters degree, doctoral degree, and certificate holders have? Do they differ? How?How much will each degree cost? How much will you earn after obtaining each degree? Is the outcome worth the cost? What can you afford?How much time do you have to invest in additional schooling?Are you interested enough to pursue many years of schooling?Will earning a doctoral degree offer a substantial benefit in your employment and advancement opportunities? Only you know which is the right degree for you. Take your time and ask questions, then carefully weigh what you learn about each, its opportunities, as well as your own needs, interests, and competencies. What comes after a masters degree is up to you.