Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie - Centralny System Uwierzytelniania
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MA Seminar [WF-OB-SUMASEM] Semestr zimowy 2022/23
Seminarium, grupa nr 1

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Przedmiot: MA Seminar [WF-OB-SUMASEM]
Zajęcia: Semestr zimowy 2022/23 [2022/23_Z] (zakończony)
Seminarium [SEM], grupa nr 1 [pozostałe grupy]
Termin i miejsce: Podana informacja o terminie jest orientacyjna. W celu uzyskania pewnej informacji obejrzyj kalendarz roku akademickiego lub skontaktuj się z wykładowcą (nieregularności zdarzają się przede wszystkim w przypadku zajęć odbywających się rzadziej niż co tydzień).
każdy poniedziałek, 8:00 - 9:30
sala e-learning
e-learning jaki jest adres?
Terminy najbliższych spotkań: Daty odbywania się zajęć grupy. Prezentują informacje na podstawie zdefiniowanych w USOS terminów oraz spotkań.
Kliknij w datę by zobaczyć tygodniowy plan z zaznaczonym spotkaniem.
Wszystkie zajęcia tej grupy już się odbyły - pokaż terminy wszystkich spotkań.
Data i miejsceProwadzący
Liczba osób w grupie: 0
Limit miejsc: 5
Zaliczenie: Zaliczenie na ocenę
Prowadzący: Dominika Dzwonkowska
Literatura:

Texts for course work during classes:

1. Ólafsdóttir, R., Dowling, R. Geotourism and Geoparks—A Tool for Geoconservation and Rural Development in Vulnerable Environments: A Case Study from Iceland. Geoheritage 6, 71–87 (2014). https://doi.org/10.1007/s12371-013-0095-3

2. Ágústsdóttir, A.M. Ecosystem approach for natural hazard mitigation of volcanic tephra in Iceland: building resilience and sustainability. Nat Hazards 78, 1669–1691 (2015). https://doi.org/10.1007/s11069-015-1795-6

3. Ross, L.C., Austrheim, G., Asheim, LJ. et al. Sheep grazing in the North Atlantic region: A long-term perspective on environmental sustainability. Ambio 45, 551–566 (2016). https://doi.org/10.1007/s13280-016-0771-z

4. Solstrand, MV. Institutional challenges for effective governance of consumptive wildlife tourism: case studies of marine angling tourism in Iceland and Norway. Maritime Studies14, 4 (2015). https://doi.org/10.1186/s40152-015-0021-1

5. Sigurðardóttir, R. et al. (2019). Trolls, Water, Time, and Community: Resource Management in the Mývatn District of Northeast Iceland. In: Lozny, L., McGovern, T. (eds) Global Perspectives on Long Term Community Resource Management. Studies in Human Ecology and Adaptation, vol 11. Springer, Cham. https://doi.org/10.1007/978-3-030-15800-2_5

6. Jónsson, Ö.D., Karlsson, B.F., Saemundsson, R.J. (2019). Taming the Elements—The Use of Geothermal Energy in Iceland. In: Manzella, A., Allansdottir, A., Pellizzone, A. (eds) Geothermal Energy and Society. Lecture Notes in Energy, vol 67. Springer, Cham. https://doi.org/10.1007/978-3-319-78286-7_10

7. Finger, D.C., Saevarsdottir, G., Svavarsson, H.G. et al. Improved Value Generation from Residual Resources in Iceland: the First Step Towards a Circular Economy.Circ.Econ.Sust. 1, 525–543 (2021). https://doi.org/10.1007/s43615-021-00010-7

8. Minelgaite, I., Guðmundsdóttir, S., Guðmundsdóttir, Á.E., Stangej, O. (2018). Navigating Leadership in the Fishing Industry: The Case of Iceland. In: Demystifying Leadership in Iceland. Contributions to Management Science. Springer, Cham. https://doi.org/10.1007/978-3-319-96044-9_14

9. Safarian, S., Unnthorsson, R. & Richter, C. Techno-Economic and Environmental Assessment of Power Supply Chain by Using Waste Biomass Gasification in Iceland.Biophys Econ Sust 5, 7 (2020). https://doi.org/10.1007/s41247-020-00073-4

10. Chambers, C., Einarsson, N., Karlsdóttir, A. (2020). Small-Scale Fisheries in Iceland: Local Voices and Global Complexities. In: Pascual-Fernández, J., Pita, C., Bavinck, M. (eds) Small-Scale Fisheries in Europe: Status, Resilience and Governance. MARE Publication Series, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-030-37371-9_16

Additional reading:

1. Bibliography, citations style: e.g. APA style: https://apastyle.apa.org/style-grammar-guidelines/references/examples/book-references

2. Subhash Chandra Parija, Vikram Kate (ed.), Thesis Writing for Master's and Ph.D. Program, Springer 2018

3. Stephen Bailey, Academic Writing. A Handbook for International Students, Routledge 2006.

4. Halyna M. Kornuta, Ron W. Germaine, A Concise Guide To Writing A Thesis Or Dissertation, Routledge 2019.

Zakres tematów:

Short description of the course:

The aim of the course is to prepare students to plan and curry out research project. During the course students learn how to use academic language, to structure the content of the thesis and use resources. Moreover, students learn about research methods in environmental science and environmental humanities. During the course students learn how to write using the academic texts about sustainability in Iceland. The result of course work is a MA thesis.

The course content:

Each unit consists of: theoretical introduction to unit’s theme, practical exercises to learn how to use new knowledge, and discussion on individual thesis projects (this part is not covered in syllabi because students are free to choose the topic).

The course will consist of the following units:

1. Introduction to the course consisting of the following modules:

• Introduction to thesis writing

• How to choose a Suitable Research Area and Supervisor

• Writing in layers

• Writing in a second language

Practical part of the classes consist of individual and group work focused on possible thesis’ topic mapping.

2. How to use resources.

This module is devoted to learning how to find resources for the thesis, discriminate academic works from popular one, and learn how to make notes that could be used for thesis. After theoretical introduction students start practical work.

3. Working with the text: defining plagiarism, paraphrasing.

This module consist of theoretical introduction on what is plagiarism, and rules for paraphrasing.

4. Working with the text: summary writing.

5. Working with the text: combining sources.

6. Working with the text: references.

7. Working with the text: literature review.

The aim of unit is to teach students what are the types of literature review, how to choose the best type for the thesis they write, and how to write a good literature review.

8. How to form research question and hypothesis.

During this module students will learn how to form research question and hypothesis. During practical part students will be asked to look for research question, and hypothesis in course texts. Moreover, they will be asked to find an answer to research question in the course’s texts about sustainability in Iceland.

9. How to structure the thesis, the theoretical part presents basic rules for structuring different types of thesis, and how to present research results.

During this module students will learn how to structure the content of the thesis. During practical part students will be asked to analyse the course texts and evaluate the quality of their structure and text composition.

10. Methodology of environmental science and humanities

This lesson will introduce the theory behind main research methods in environmental science and environmental humanities. For practical part students will analyze the course texts in terms of methods used for carrying out research presented in these texts.

11. Writing introduction.

Introduction has fixed elements that have to be included in every thesis. The students will be informed what should be included in this part of the manuscript. For practical part there is planned an analysis of introductions of course texts (they have some of the elements needed in MA thesis).

12. Writing conclusion.

Conclusion has fixed elements that have to be included in every thesis. The students will be informed what should be included in this part of the manuscript. For practical part there is planned an analysis of conclusions of course texts (they have some of the elements needed in MA thesis).

13. Critical thinking.

The crucial part of every form of academic writing is ability to choose proper sources, and to discriminate facts from fiction. Students will be presented various facts on sustainability in Iceland. They task will be to find out if the information they are given is truth or false.

14. Learning by doing – case study on planning MA thesis.

This lesson is focused on practical application on the knowledge acquired during the course. Students are given topic connected with sustainability in Iceland, and are asked to find literature for the thesis, structure the thesis, plan research, and decide on what research method should be used. This part is done in form of the competition, student works in groups, and group that will prepare the best project win extra points for activity.

15. Presenting individual MA projects

Students present their individual thesis projects. The presentation must include: background of the problem, table of content, research question and hypothesis, main resources for writing, novelty of the students’ research.

Metody dydaktyczne i sposoby weryfikacji efektów kształcenia:

lecture, text analysis, learning by doing.

ECTS points:

4 ECTS = 1 ECTS (lecture) + 2 ECTS (reading for classes) + 1 ECTS (exam preparation)

Learning outcomes:

1. Knowledge - after the course student knows what is research problem and what are main methods in environmental research.

2. Skills - student is able to formulate his/her opinion in academic language, knows how to paraphrase, and how to form research question and hypothesis.

3. competencies - student applies knowledge on academic writing to selected topic of his/her dissertation. Moreover, student is able to discriminate facts from fake information.

Metody i kryteria oceniania:

activity during course and active participation in class work – 40 % of the final grade; the final presentation = 60 %

Opisy przedmiotów w USOS i USOSweb są chronione prawem autorskim.
Właścicielem praw autorskich jest Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie.
ul. Dewajtis 5,
01-815 Warszawa
tel: +48 22 561 88 00 https://uksw.edu.pl
kontakt deklaracja dostępności mapa serwisu USOSweb 7.0.4.0-1 (2024-05-13)