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Transport Systems and Logistics

Professorship logistics engineering, guideline for students.

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for a successful application for a Master Thesis

The covering letter has to be structured as follows:

• Introduction with relation to the announcement or initiative
• Presentation of the student (previous studies, internships, industry experience (if the present experiences do not match the application, then it should only be briefly mentioned. If they match then you can go into it more detailed)
• Reference to the announcement (either internship, professional experiences, interest in the branch (e.g. automotive suppliers, chemical industry, logistics service providers)
• Make a reference to the study (lectures) and job
• Concluding sentence (e.g.: I would be very glad about the possibility to do my internship in your company)
• No email address in the covering letter
• If the knowledge of German language is not sufficient then write the application in English

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Slide Syntax

About slide mates pretty presentations for the web age, presentations, mates for slides, building slide decks with mates.

• Browsing mode : Useful when hosting the slides on a web servers for others.
• Presentation mode : Useful when presenting the slides with a beamer. In this mode the slides are automatically scaled to fit the size of the browser window. Just open the slide, turn your browser into fullscreen mode and start your presentation. You can always switch between both modes by pressing the f -key.

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Document schema, page template, page layout arranging text on a slide, layout options, title slide, slides with one column, slides with two columns, mixing one- and two-column layout, slides without a title, page templates style your slides, syntax of template files, using template files, bibliography further reading and related work.

[1] Google Code Prettify, http://code.google.com/p/google-code-prettify

[2] Bootstrap, http://twitter.github.com/bootstrap/index.html

[3] MathJax, http://www.mathjax.org

[4] Fathom.js, http://markdalgleish.com/projects/fathom

Princeton Correspondents on Undergraduate Research

How to Make a Successful Research Presentation

Turning a research paper into a visual presentation is difficult; there are pitfalls, and navigating the path to a brief, informative presentation takes time and practice. As a TA for  GEO/WRI 201: Methods in Data Analysis & Scientific Writing this past fall, I saw how this process works from an instructor’s standpoint. I’ve presented my own research before, but helping others present theirs taught me a bit more about the process. Here are some tips I learned that may help you with your next research presentation:

More is more

In general, your presentation will always benefit from more practice, more feedback, and more revision. By practicing in front of friends, you can get comfortable with presenting your work while receiving feedback. It is hard to know how to revise your presentation if you never practice. If you are presenting to a general audience, getting feedback from someone outside of your discipline is crucial. Terms and ideas that seem intuitive to you may be completely foreign to someone else, and your well-crafted presentation could fall flat.

Less is more

Limit the scope of your presentation, the number of slides, and the text on each slide. In my experience, text works well for organizing slides, orienting the audience to key terms, and annotating important figures–not for explaining complex ideas. Having fewer slides is usually better as well. In general, about one slide per minute of presentation is an appropriate budget. Too many slides is usually a sign that your topic is too broad.

Limit the scope of your presentation

Don’t present your paper. Presentations are usually around 10 min long. You will not have time to explain all of the research you did in a semester (or a year!) in such a short span of time. Instead, focus on the highlight(s). Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

You will not have time to explain all of the research you did. Instead, focus on the highlights. Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

Craft a compelling research narrative

After identifying the focused research question, walk your audience through your research as if it were a story. Presentations with strong narrative arcs are clear, captivating, and compelling.

• Introduction (exposition — rising action)

Orient the audience and draw them in by demonstrating the relevance and importance of your research story with strong global motive. Provide them with the necessary vocabulary and background knowledge to understand the plot of your story. Introduce the key studies (characters) relevant in your story and build tension and conflict with scholarly and data motive. By the end of your introduction, your audience should clearly understand your research question and be dying to know how you resolve the tension built through motive.

• Methods (rising action)

The methods section should transition smoothly and logically from the introduction. Beware of presenting your methods in a boring, arc-killing, ‘this is what I did.’ Focus on the details that set your story apart from the stories other people have already told. Keep the audience interested by clearly motivating your decisions based on your original research question or the tension built in your introduction.

• Results (climax)

Less is usually more here. Only present results which are clearly related to the focused research question you are presenting. Make sure you explain the results clearly so that your audience understands what your research found. This is the peak of tension in your narrative arc, so don’t undercut it by quickly clicking through to your discussion.

• Discussion (falling action)

By now your audience should be dying for a satisfying resolution. Here is where you contextualize your results and begin resolving the tension between past research. Be thorough. If you have too many conflicts left unresolved, or you don’t have enough time to present all of the resolutions, you probably need to further narrow the scope of your presentation.

• Conclusion (denouement)

Return back to your initial research question and motive, resolving any final conflicts and tying up loose ends. Leave the audience with a clear resolution of your focus research question, and use unresolved tension to set up potential sequels (i.e. further research).

Use your medium to enhance the narrative

Visual presentations should be dominated by clear, intentional graphics. Subtle animation in key moments (usually during the results or discussion) can add drama to the narrative arc and make conflict resolutions more satisfying. You are narrating a story written in images, videos, cartoons, and graphs. While your paper is mostly text, with graphics to highlight crucial points, your slides should be the opposite. Adapting to the new medium may require you to create or acquire far more graphics than you included in your paper, but it is necessary to create an engaging presentation.

The most important thing you can do for your presentation is to practice and revise. Bother your friends, your roommates, TAs–anybody who will sit down and listen to your work. Beyond that, think about presentations you have found compelling and try to incorporate some of those elements into your own. Remember you want your work to be comprehensible; you aren’t creating experts in 10 minutes. Above all, try to stay passionate about what you did and why. You put the time in, so show your audience that it’s worth it.

For more insight into research presentations, check out these past PCUR posts written by Emma and Ellie .

— Alec Getraer, Natural Sciences Correspondent

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Public speaking: is the push to make students employable going too far?

Assessed presentations on courses from physics to philosophy are traumatising vulnerable students

N atasha Abrahart, a second-year physics student at Bristol University, killed herself last year on the day she was due to give a big assessed presentation. The 20-year-old, whose inquest is this week, had twice before tried to kill herself at university. Natasha suffered from acute social anxiety and had struggled with presentations in the past .

With employers emphasising the importance of communication skills, assessed presentations are now standard practice on university courses. Natasha was certainly not alone in feeling terrified about this sort of public speaking.

Lisa Parks (not her real name), a second-year management student who has taken a break from university because of depression and anxiety, says panic about an assessed presentation triggered her mental health problems. “I had some time off from my course due to sickness. When I discovered I was returning to another presentation assessment, I remember going home and crying. I had several panic attacks,” she says.

She adds: “When I am presenting I can hear my voice echoing in my brain and I sweat like mad. It feels so unfair to assess someone on how they are reacting to speaking in public.”

Eleanor Storton, a third-year student of media make-up artistry at the University of Salford, agrees. “Presentations make me feel awful. I can’t sleep or eat, and I’ve had panic attacks before presenting. I’ve spoken to my tutors about it, but it doesn’t really help, as I still have to be assessed.”

A GP who used to work in a Russell Group university, and asked not to be named, says, typically, she would see students with presentation-related anxiety once or twice a week. She says it affected students on all courses, from engineering to law, with even drama students suffering from “high pressure to stand out”.

“For some students we prescribe beta blockers to help on the day of the presentation,” she says. “They are safe and mean you don’t have to stand up to speak with huge sweat patches soaking your shirt.”

She says some students want a letter excusing them from presentations owing to anxiety – but most GPs are not willing to agree to this if presenting is a part of a formal assessment.

She says many universities aren’t doing enough to support such students. “Why aren’t more universities teaching public speaking as a skill if it is an important part of students’ courses?” she asks. “It’s very human to be terrified of this stuff as it makes you very vulnerable.”

Prof Steve West, vice-chancellor of the University of West of England, insists that presentations are an important part of university learning. “Employers are not only interested in degree classifications and subject knowledge, but also graduates’ ability to communicate, problem-solve, work in teams, present or pitch and so on. If we are to prepare students for this we need to offer opportunities for them to develop those skills.”

He says universities need to bear in mind that not all students are natural presenters. “I certainly wouldn’t advocate assessed presentations until students have settled in, made friends and developed an understanding of what is expected and how to get additional support,” he says.

West’s university, based in Bristol, offers presentation coaching, starting with small exercises and building confidence until students feel they can tackle a whole presentation. He says that to begin with, students practise public speaking as part of a group.

Down the road at Bath University, Ben van Praag, the university’s skills course leader, runs presentation courses for students and staff who want them, including strategies for coping with anxiety. Academic departments draft in Praag’s colleagues to run presentation skills sessions for their students before they set a graded presentation. Bath also offers drop-in one-to-one support for students with presentations.

Van Praag says many other universities, however, offer far less support. “We try to emphasise that anxiety and fear of public speaking are completely normal. I’ve been a teacher for 20 years and I still feel nervous every time I give a lecture to a new group,” he says.

Diana Hopkins, co-author of The Academic Skills Handbook , who works at Bath, agrees: “Mark Twain said there are two types of public speakers, those who get nervous and those who are liars. It would be strange not to be nervous but students can learn to deal with that.”

Hopkins does not agree that students studying science, such as Abrahart, might be more likely to find public speaking daunting. “I’ve seen brilliant presenters and very nervous ones across all the disciplines,” she says. “And in fact a humanities student might well have more difficulty being concise and sticking to time than a science student.”

Meanwhile, Amy Phillips (not her real name), who has recently completed a degree in criminology at Middlesex University , is grateful that the university forced her to face her fear of public speaking.

Phillips, who has a history of anxiety, says: “It is not just having to stand up and speak, but also the fear of judgment.”

She describes one “nerve-racking” presentation: “I had seen other people present and some students picked at every aspect of the person’s presentation, even down to the way they were standing or how they didn’t make much eye contact throughout. This preyed on my mind.”

Phillips contacted her lecturer to explain her panic, and was pleasantly surprised how much help she was offered. She was able to postpone her presentation to a day when no one else was presenting, and to a time slot when fewer students were expected to turn up.

“After I’d done it, it was as if a weight had been lifted off of my shoulders. A few classmates even approached me to say how good it was and to ask me to explain some of the concepts I had used,” she says.

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GP 'did not follow guidance' for suicidal Bristol University student

Neglect by mental health trust led to Bristol student's suicide

'She went through torment': parents criticise Bristol over student suicide

Natasha Abrahart inquest: ‘no support’ for vulnerable student

Suicidal bristol student left without medicine, inquest hears.

A student’s death: did her university do enough to help Natasha Abrahart?

Bereaved family say they need £50,000 to pay for legal representation at inquest, comments (…), most viewed.

Assignments and Exams: Presentations

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Doing presentations

Presentations are often given as a form of assessment. You could be required to present in person or produce a recorded presentation or screencast.  You will usually need to do some research for you dissertation and are usually required to provide references too so the finding information and  referencing guides may be useful to you.

Selected books from the library

L ook at  Library Search  for books and eBooks on presentations, or see below for selected titles.

You can use the following software to create presentations. Check your assignment brief for which software to use.

PowerPoint is the main presentation software in MS365. Main features to explore when creating PowerPoints:

Design and Layout (e.g. use of themes and colour palette)

Slide Transitions

Animation of objects

Rehearse timing and synchronization of points

Record and playback of Presentation

DMU Replay and recording presentation for assignment submissions.

Sway is another presentation program and is part of your MS365 DMU subscription. It is accessible online via MS365 and is alternative presentation software. Check your assignment briefs if you can use Sway instead of PowerPoint.

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The University of the Arts in Philadelphia announces sudden closure

In a letter obtained by Action News, the university says it will close for good on June 7.

PHILADELPHIA (WPVI) -- The University of the Arts in Philadelphia announced that it is closing, President Kerry Walk announced on Friday night.

With a history dating back nearly 150 years, the university will close for good on June 7, said Walk in a letter obtained by Action News.

"We would have shared this news with you directly, but the Middle States Commission on Higher Education elected to withdraw UArts' accreditation and announce before we could communicate with you," the letter read.

However, the commission reported the university failed to inform the commission of its decision to shut down in timely manner or follow proper protocols.

The closure comes amid financial challenges and declining enrollment, according to Walk.

"Unfortunately, however, we could not overcome the ultimate challenge we faced: with a cash position that has steadily weakened, we could not cover significant, unanticipated expenses. The situation came to light very suddenly. Despite swift action, we were unable to bridge the necessary gaps," read the letter.

Ev Dowling, who would be a senior, says he, along with other students, faculty and staff are shocked to learn the news.

"I feel like I'm at the end of that stretch. Three years in, I was making plans for after graduation and now I need to make plans to graduate from somewhere else," said Dowling.

The university's website states there were about 1,300 students and 77 full-time faculty members in 2022.

"The staff and faculty have worked so hard. They really have given us all the best opportunities, and knowing that they're out of jobs while I'm out of school, it's the worst news ever," added Dowling.

Upcoming summer courses will be canceled and the university will not enroll a new class in the fall.

The university says it will be helping current students by developing "seamless transfer pathways" to other Philadelphia schools, including Temple University, Drexel University, and Moore College of Art and Design.

On June 3, there will be a town hall for students, faculty, and staff. The university says it will send times and details over the weekend.

You can read the full letter below from President Kerry Walk and Chair of the Board of Trustees Judson Aaron:

"Today is a heartbreaking day.

University of the Arts will close as of Friday June 7, 2024. We would have shared this news with you directly, but the Middle States Commission on Higher Education elected to withdraw UArts' accreditation and announce before we could communicate with you. We know that this makes hearing the news of UArts' abrupt closure even worse.

The closure means that we will be canceling our summer courses, we will not enroll a new class in the fall, and we will support our continuing students in their progress to degree by developing seamless transfer pathways to our partners: Temple University,

Drexel University, and Moore College of Art and Design, among others.

We know that the news of UArts' closure comes as a shock. Like you, we are struggling to make sense of the present moment. But like many institutions of higher learning, UArts has been in a fragile financial state, with many years of declining enrollments, declining revenues, and increasing expenses. We have worked hard this year alongside many of you to take steps that would secure the University's sustainability. The progress we made together has been impressive.

Unfortunately, however, we could not overcome the ultimate challenge we faced: with a cash position that has steadily weakened, we could not cover significant, unanticipated expenses. The situation came to light very suddenly. Despite swift action, we were unable to bridge the necessary gaps.

On Monday, June 3, 2024 we will host separate town hall meetings for students, faculty, and staff; we will send times and details for those town halls over the coming weekend. We are committed to providing a space for your questions and concerns.

We have done everything in our power to address this crisis and avoid the worst possible outcome: an abrupt closure. Yet we have reached this deeply painful outcome, which we know affects our entire community.

We are grateful for all you're doing to support one another during this most difficult time."

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Thomas Jefferson University goes viral after announcer mispronounces names at graduation

"this unfortunate error does not reflect the immense respect we have for our graduates," the university said..

A university in Philadelphia is apologizing to its students and their loved ones after it became the center of attention and jokes over the weekend after videos of the presenter mispronouncing names during the graduation ceremony went viral on social media.

Thomas Jefferson University in Philadelphia apologized to students, families and their loved ones for the gaff Friday that took place during the graduation ceremony for nursing students, saying that the "mispronunciations occurred due to the way phonetic spellings were presented on the speaker’s cards, which was noted when the presenter apologized during the ceremony."

"The leadership and faculty of Thomas Jefferson University extend our sincerest apologies for the mispronunciations of the names of several of our graduating nursing students during our recent commencement ceremony," the university said in a statement, also posted to social media . "This ceremony is a celebration of the significant achievements of our students, and each graduate deserves to have their name honored correctly on this pivotal day."

The university also extended their apologies to the students' loved ones for any disappointment the mispronunciations may have caused.

"This unfortunate error does not reflect the immense respect we have for our graduates and the value we place on their hard-earned accomplishments," the statement added.

Graduation day: Kicked out in '68 for protesting at Arizona State University, 78-year-old finally graduates

Thomas became 'Tha-mo-may'

In the videos from the nursing school's ceremony that went viral on social media, the presenter can be heard struggling with saying the names of many of graduating students. For example, instead of "Molly Elizabeth Camp" the speaker can be heard saying "Mollina -zabeth- cap," “May-vee Lee Zu-beth” for Maeve Elizabeth, or instead of "Thomas" they said "Tha-mo-may."

The mispronunciations elicited mixed responses from the crowd. While some laughed at the errors, others, such as Thomas appeared to be confused and even tried to correct the pronunciations.

About halfway through the presentation, the presenter was changed, with the original speaker apologizing for the mispronunciations.

“My apologies for the phonetic spelling or pronunciation of the names that was on the cards," the speaker could be heard saying. "I would have been better just reading from the book. My apologies, graduates."

Many roasted the university for being unable to pronounce "Thomas" correctly, given that the university's name is Thomas Jefferson University.

The incident even made it to Jimmy Fallon.

Saman Shafiq is a trending news reporter for USA TODAY. Reach her at [email protected] and follow her on X @saman_shafiq7.

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Sand in Newport Beach was replenished in 2023. (Photo/iStock)

Beach erosion will make Southern California coastal living five times more expensive by 2050, USC study predicts

The region’s sandy coastlines are vanishing at an alarming rate. It’s a warning sign for coastal communities worldwide, USC research suggests.

Rising sea levels and urban development are accelerating coastal erosion at an alarming rate in Southern California with significant ripple effects on the region’s economy, a USC study reveals.

The study, published in Communications Earth & Environment , predicts that Southern California’s coastal living costs will surge fivefold by 2050 as a direct result of beach erosion. This erosion will require more frequent and costly beach nourishment projects to maintain the state’s treasured shorelines, consequently driving up the cost of living along the coast.

“Our study presents compelling evidence of the rapid deterioration of Southern California’s coastal landscapes,” said Essam Heggy , a geoscientist in the Ming Hsieh Department of Electrical and Computer Engineering/Electrophysics at the USC Viterbi School of Engineering and the study’s corresponding author.

“The challenges facing Southern California mirror a growing threat shared by coastal communities worldwide. The environmental and economic implications of coastal erosion reach far beyond California’s shores and demand interdisciplinary, global solutions,” he said.

Coastal erosion: Cost of living sure to surge as sandy beaches disappear

To predict future changes along California’s sandy coastlines, the researchers focused on the Gulf of Santa Catalina, which stretches over 150 miles from the Palos Verdes Peninsula in Los Angeles County to the northern tip of Baja California in Mexico.

They used a combination of historical and recent satellite images as well as advanced algorithms to analyze coastline movement and predict future erosion based on different trends and environmental factors.

The study predicts a tripling of erosion rates by 2050, increasing from an average of 1.45 meters per year to 3.18 meters by 2100. Consequently, the annual sand requirement for beach nourishment could triple by 2050, with costs rising fivefold due to the global increase in sand prices. This will exacerbate economic and logistical pressures on coastal communities.

Beach nourishment is adding sand to an eroded beach to rebuild it and create a wider barrier against waves and storms.

“Our investigation suggests that coastal problems start inland due to the rapid growth of cities along the coast, which compromise inland sediment replenishment of sandy beaches,” said Heggy, whose research focuses on understanding water evolution in Earth’s arid environments.

“As our beaches shrink, the cost of maintaining them will rise. Finding innovative solutions is key to securing a sustainable future for our shores and local economies,” he said.

Coastal erosion in California: A case study for a global problem

Coastal cities in Southern California and those in North Africa bordering the Mediterranean Sea face a common challenge: a semi-arid climate year-round coupled with the growing threats of rising sea levels and eroding shorelines.

A significant portion of Earth’s landmass, roughly 41%, falls under arid or semi-arid classifications, and these areas support over a third of the global population.

To understand this global challenge, the researchers focused on two specific locations: Corona del Mar in Orange County, Calif. — an example of the typical Southern California coastline — and Hammamet North Beach in Tunisia. Both are densely populated and share similar climates, prone to increasing droughts, flash floods and unpredictable rainfall patterns. These characteristics mirror the challenges faced by countless coastal communities worldwide.

The findings showed that the average rate of shoreline retreat in these areas varies. In Southern California, beaches are receding between 0.75 and 1.24 meters per year. In Hammamet North Beach, the retreat rate ranges from 0.21 to about 4.49 meters annually.

“While beach nourishment can temporarily combat erosion, however, it presents significant challenges for developing countries,” said Oula Amrouni, a sedimentologist at the National Institute of Marine Sciences and Technologies at the University of Carthage, Tunis, Tunisia, and one of the study’s co-authors. “The high cost of acquiring the right sand, with the specific grain size, quality and composition, and the technical complexity of extracting and laying it are major hurdles. Additionally, worsening erosion in previously stable areas compels more frequent nourishment projects, straining already limited budgets and leading to unplanned expenditures for many communities.”

About the study: Co-authors of the study include Oula Amrouni and Abderraouf Hzami of the National Institute of Marine Sciences and Technologies at the University of Carthage, Tunis, Tunisia.

This research is supported by the Arid Climates and Water Research Center at USC under contract from the NASA Jet Propulsion Laboratory (AWD#00630), the USC Zumberge Research and Innovation Fund, and the USC Sea Grant.

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Transgenderism and pronouns: Assessing the communication practices of Christian college students

Danielle Malanowski

Liberty University

The issue of transgenderism has been part of prominent public and academic discussions in recent years and as such ought to be addressed by communication scholars. One area of communication research t..

The issue of transgenderism has been part of prominent public and academic discussions in recent years and as such ought to be addressed by communication scholars. One area of communication research that is missing from the current body of literature is that of preferred pronoun usage amongst religious groups, particularly Christians. This study offers insight into this issue by answering the following research questions: how do members of Generation Z attending a Christian university adapt or not adapt their communication to accommodate individuals who identify as transgender? and what motivates members of Generation Z attending a Christian university to adapt or not adapt their communication to accommodate individuals who identify as transgender? A qualitative survey of Generation Z college students attending a Christian university was conducted to assess their perspectives. This survey was then analyzed via thematic coding through the lens of Communication Accommodation Theory. Results indicate these students have varying approaches to communicating with and about those who identify as transgender, with some gravitating toward the use of accommodating language and some gravitating toward nonaccommodation. The desire to communicate love and express their own beliefs characterized their motivations for varying these approaches. The results of this study can be utilized by pastors, policy makers, political candidates, and other scholars to better understand the perspectives of young Christians and their interpersonal communication tendencies with those who identify as transgender.

https://digitalcommons.liberty.edu/context/research_symp/article/2553/viewcontent

http://digitalcommons.liberty.edu/research_symp/2024/oral_presentations/27

b1a4865a-de90-483e-8ad8-ecbc7c6504e2

Undergraduate

2024-04-16T17:00:00Z

Oral - Applied

https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=2553&context=research_symp