HTL Jenbach - "Wirtschftsingeneurwesen"

Thesis
HTL Jenbach, Schalserstr. 43, A-6200 Jenbach, Tel +43 05 244 62 731, Fax. -35, W
ww.htl-jenbach.at
Guide
Creating a thesis
Reinhard Bernstein
© Reinhard Bernstein
HCABNE J
Contents
1 Introduction ............................................... 2 ...............
................................... ......................... A formal requireme
nts ............................................... ............................
...................... . 1 2.1 2.2 2.3 2.4 2.5 2.6 3 3.1 3.2 3.3 3.4 4 Scope ...
................................. ..............................................
.... ................................ A layout specifications ..................
............................ ..................................................
..... A cover sheet ................................................ ...........
....................................... ................. 2 Table of Contents ..
.............................................. .................................
................. ... 2 pictures, graphs, tables, charts .......................
................... ..... Annex 2 ..............................................
.. .................................................. .................... 3 Int
roduction ................................................ .....................
............................. .............. 4 Structure .......................
......................... .................................................. ...
.................. 5 main part ................................................
.................................................. .................. 5 Summarie
s, conclusions, evaluation ........................................ 5
Content and structural requirements ............................................
.. ............................ 4
Language requirements ................................................ .........
................................... 6
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HCABNE J
1 Introduction
Creating a thesis is a possible way to take out HTLAusbildung dar. As different
as the content requirements may be, a development must meet general requirements
, always to the outer form. To assess the basis of every thesis are therefore al
ways in addition to the content and the language assessment and an assessment of
the external form. In this guide to the most important requirements for the ext
ernal form of a thesis are presented.
2 Formal requirements
2.1 Scope
Due to the different topics it is very difficult to specify exactly what is need
ed. A range 40-70 A4 pages, however, appear reasonable, with the default to the
text and the text contained in graphics. etc. relates. Cover page, bibliography,
notes and other directories are not included.
2.2 Layout specifications
There are no guidelines regarding the exterior design of the thesis. The primary
goal of the layout-design is in the good and quick readability of the document.
The following suggestions will help to make the typeface of your work properly:
• • • • • • • font for body text: Times Roman or another serif-free types, such
as Arial font size 12 point text phrase: single column line spacing: single mar
gins at least 2 , 5 centimeters should be numbered on both sides, as well as up
and down all the pages are paper size: A4 Portrait
The act of the thesis must specify who created the content mainly. This is done
in the footer. It should be noted that the document should be uniform both in te
rms of external appearance and in regard to the linguistic needs. There must be
no inconsistencies between the various parts of the diploma to be recognizable.
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HCABNE J
2.3 Cover Page
The cover sheet contains the following information: • • • • • • • Description of
the school with training branch (HTL Jenbach) the name of the client (company)
Title and appropriate subtitles / logo work an extra, which includes work as a t
hesis, the name of the creator the names of delegates school year
2.4 Contents
The index is provided at all times with page numbers in order to facilitate find
ing text. In addition, it is advisable to sell the individual sections of the di
rectory structure significantly differ. This increases the clarity of the struct
ure and thus the understanding in reading. If a work is consistently and logical
ly, can often be read off from the very index. It is therefore important to ensu
re the careful choice of headings for each chapter. At a bullet and 1 I.€must al
ways be a bullet or 2 II To follow because nothing else is broken. The number of
bullet points should be in reasonable proportion to the scale of the text. Too
many titles the text indentation unnecessarily and inhibit the flow of reading.
Too few headlines the text structure is inadequate and does not say much about t
he expected content. Finally, it should be noted that a sub-3.3.1.3.2.2.1 is as
dispensable in a text size of 4 lines, such as a chapter in the context of the r
eader only learns that there is to say on this point.
05/02 images, graphs, tables, charts
Graphical tools such as images, graphs, tables, etc. are not ends in themselves
and serve not only the optical relaxation of the text. Rather, they take up the
facts described, illustrated or described situations, claims failed. They suppor
t the extent satisfying argument or a didactic purpose being to replace, but nev
er the written text. So they always require interpretation and explanation of co
ntext and reference in the text. If they are a necessary part of the text, they
are also there. The Annex is therefore only one - secondary - complementary func
tion.
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Are pictures, graphs and tables, they are numbered according to the type of grap
hic resource separated continuously. In addition, they both have a separate dire
ctory, which follows on the index. Any images, graph and table gets in addition
to the number one title, which shows the content.
Annex 6.2
Combinations of materials, to in the text refers, but which find no place in the
text (eg questionnaires, comprehensive raw data, mathematical derivations, prog
ramming codes, etc.) may be included in the appendix. An annex will not work wit
h the text in the wrong, its meaning, and the sole reference "See Annex ..." wit
hout further interpretation or reading aid is not enough. In particular, the app
endix does not serve as a reservoir for all the images etc.
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3-structural requirements for content
In addition to the external, is marked by headings structure also of an internal
structure of the text. To this end, it is imperative to separate different idea
s through paragraphs. In addition, it is recommended that often similar ideas (o
ne hand / on the other, for one / second, for the first splitting / second) by a
nother bullet. Even with paragraphs the claim is for a balanced ratio. Too many
paragraphs chop up the text and may inhibit the flow of reading. Too few paragra
phs deny the reader an orientation and ask him a subsequent order of thought. Fo
r the external and the internal structure is, finally, that the transitions betw
een sections are not to be abrupt, but require lead or smoothing formulations. I
t facilitates the reading of a work in this regard by the successful introductio
n, the representation of the structure and the retention of intermediate results
and conclusions.
3.1 Introduction
On the problem is experience, paid to the principal part of the work of little v
alue. You should aim to formulate the objective of the work to identify the prob
lems that make it clear in their meaning and scope, and focus attention on depen
dencies with other important but not or only marginally treatable areas. It shou
ld be noted that no results or term accruals are anticipated. Just for diploma -
whose theme can be chosen largely free - is that the dispute must be based on a
theme (personal motivation). The introduction should be written so that these t
hird parties by one can be read and understood the circumstances and the specifi
c problem areas are not familiar.
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3.2 Structure
After the introduction follows the representation of the construction work. The
aim of this section is to the reader the logic of the argument in the work - so
to speak, the common thread - to make that clear. It is not enough to list what
the main chapters will follow, but it is to see what reasoning step is carried o
ut in which chapter and why in that order.
3.3 Main part
In the main part of the work here is the actual treatment of the problem or task
.€The main part of a work is the subject accordingly divided into appropriate su
bsections. This exact structure can be captured is difficult in general because
it is dependent on the content. However, it is typically characterized by the ge
neral structured approach. That is, it is first a detailed analysis of the probl
em. From this analysis, the design of the solution is derived. Finally, the impl
ementation of this design will follow a concrete implementation. The steps analy
sis - design - implementation is a good guideline for the development of the mai
n part of a work.
3.4 Summary, Conclusions, Evaluation
The completion of each work is the summary, the conclusion or conclusions. It is
 appropriate here again the logic of the work in the introductory chapter and in
clude the results of this logic in summary form. This has two effects: first, th
e reader is once again the integrity of the work clearly to be read by many othe
r people in professional practice, only the introduction and conclusion of a wor
k. So it is advisable to make such parts to each other. It is of the essence of
a thesis that one's own results critically considered and evaluated. Each system
and each approach has strengths and weaknesses. What are these? To what extent
the objectives have been achieved?
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4 Language requirements
The text of a thesis should be doing is simply designed, but not necessarily mon
otonous and colorless. Avoid the nominal style of the bureaucratic and cumbersom
e passive constructions. A simple and easy to read text consists of relatively s
hort, as few nested sets, with relatively short words, from as many words as few
of the slang and foreign words. Nevertheless, certain facts can often be expres
sed accurately only by technical terms. Such technical terms have to do if they
do not belong to the common vocabulary in the appropriate field, are explained i
n their introduction. The thoughts and ideas consequences must be clearly presen
ted in understandable, concise and informative content of words, phrases and sen
tences and paragraphs consequences. These are the terms of the technical languag
e of the chosen thesis topic are used. Colloquial words and phrases should be av
oided. Examples include: • • • • • Stop words: as indeed was apparent now, reins
urance words: somehow, to some extent exaggerated expressions: incredibly costly
, appallingly bad conditions argument replacement words: natural, of course. On
equally popular as meaningless phrases such as "certain", "really" or "specific"
should be omitted.
A few rules are intended to improve your own style, or round: Avoid • • • • • su
bstantivation exaggerated. Words that end in "-ung", or "-ness" can be replaced
if necessary. Passivausdrücke are avoiding if possible. Situations should be cap
italized terms, actors are called only in exceptional cases, question sets. Make
short sentences with a sense of unity per set, and only use whole sentences. Lo
gical relations between sentences should always be made clear. For the sake of i
magination in the choice of words. Often it also helps to switch to other gramma
tical forms (eg brackets, dashes, footnotes instead of eternally the same adverb
s). A contiguous fluency should be achieved, for example, are therefore to avoid
long lists.
•
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• •
The I-form is not common and easily preventable. Beware of normative statements.
Without conceptual justification and information on objectives are words such a
s "The Company must ..." or "... ... should be" problematic. Excessive use of fo
reign words. The terminology of the subject field and will have to find in use,
even if they appear for the beginner complicated, and impenetrable. Apart from t
hat you should avoid, however, by unnecessary / unusual foreign words easily see
through pseudo scientific fool and thus complicate the clarity of the text.
•
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