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Think about what interests you, and what is fertile ground for study. Talk to your professor, brainstorm, and read lecture notes and recent issues of periodicals in the field. If your literature review is extensive, find a large table surface, and on it place post-it notes or filing cards to organize all your findings into categories. Move them around if you decide that a they fit better under different headings, or b you need to establish new topic headings.

Follow the plan you have developed above, making certain that each section links logically to the one before and after, and that you have divided your sections by themes or subtopics, not by reporting the work of individual theorists or researchers. If you were to read only these sentences, would you find that your paper presented a clear position, logically developed, from beginning to end? If, for example, you find that each paragraph begins with a researcher's name, it might indicate that, instead of evaluating and comparing the research literature from an analytical point of view, you have simply described what research has been done.

This is one of the most common problems with student literature reviews. So if your paper still does not appear to be defined by a central, guiding concept, or if it does not critically analyse the literature selected, then you should make a new outline based on what you have said in each section and paragraph of the paper, and decide whether you need to add information, to delete off-topic information, or to re-structure the paper entirely.

For example, look at the following two passages and note that Student A is merely describing the literature and Student B takes a more analytical and evaluative approach, by comparing and contrasting.

You can also see that this evaluative approach is well signalled by linguistic markers indicating logical connections words such as "however," "moreover" and phrases such as "substantiates the claim that," which indicate supporting evidence and Student B's ability to synthesize knowledge.

Student A: Smith concludes that personal privacy in their living quarters is the most important factor in nursing home residents' perception of their autonomy. He suggests that the physical environment in the more public spaces of the building did not have much impact on their perceptions. Neither the layout of the building, nor the activities available seem to make much difference. Jones and Johnstone make the claim that the need to control one's environment is a fundamental need of life , and suggest that the approach of most institutions, which is to provide total care, may be as bad as no care at all.

If people have no choices or think that they have none, they become depressed. Student B: After studying residents and staff from two intermediate care facilities in Calgary, Alberta, Smith came to the conclusion that except for the amount of personal privacy available to residents, the physical environment of these institutions had minimal if any effect on their perceptions of control autonomy. However, French and Haroon found that availability of private areas is not the only aspect of the physical environment that determines residents' autonomy.

Haroon interviewed residents from 32 different nursing homes known to have different levels of autonomy It was found that physical structures, such as standardized furniture, heating that could not be individually regulated, and no possession of a house key for residents limited their feelings of independence. Moreover, Hope , who interviewed residents from various nursing homes, substantiates the claim that characteristics of the institutional environment such as the extent of resources in the facility, as well as its location, are features which residents have indicated as being of great importance to their independence.

Teen pregnancy should be highly discouraged has it has effect on the teenage mother and the baby born. The teen mother may face complications such as premature labor, medical complication during the pregnancy period, at child birth or after child birth and are likely to drop out of school. One cause for an early pregnancy for a teenager is family problems particularly a broken family.

Another possible reason for teenage pregnancy is financial problems. Financial problem would push a teenager to engage in prostitution which may lead to early pregnancy for her. Another reason for teenage pregnancy is having flirty or bad friends. If a teenager has friend who are considered as flirty or has friends who are not good then it would lead them into early pregnancy. No one wants to become a parent when they are a teenager.

Yes, a baby is really cute and all, but teenagers really need to think about what they are getting themselves into. There are many of things that teenagers have to give up one is by having a child at a young age, when they are a child themselves.

Teens should think about what they are doing before they accidently become teenage mother. And it is the responsibility not only of a parent but of other adults to assist a child so that she will not be pregnant early.

Teachers or relatives can be the ones to guide the teenager so that she can withstand her problems and refrain from being pregnant at an early age. You will most likely end up walking that road by yourself most of the way.

If you do get pregnant, take responsibility for your actions. This paper will be discussing the environmental influences that promote the three domains of development with the assistance of two theorists, Piaget and Erikson. Discussed further is the participation of a team sport focusing on the Creative writing mermaid We talk constantly about finding ways to reduce the mental energy a Dyslexic student or adult expends when they are doing cognitive tasks.

The less energy used for processing, the more can be devoted to memory, comprehension and using what is learned. To accomplish this we focus on several different areas of a Dyslexic's learning, life, self-esteem, and their personal mental perception of anything they are experiencing. One very important part of the tools that people use to learn with is our senses. They need direct involvement; fidget when reading and are not avid readers; remember best what is done, not what is seen or heard; images are accompanied by movement; easily distracted when not able to move; find reasons to move; express emotions physically by jumping and gesturing; do not listen well; try things out by touching, feeling and manipulating; need frequent breaks when studying.

Use objects like miniature animals, people or vehicles sold as math manipulatives in school supplies to teach math skills such as counting, sorting, addition or subtraction. Incorporate the use of physical objects for children to hold or touch during science or social studies whenever possible.

If studying rocks, for example, kinesthetic learners benefit from exploring the features of the rock with their hands. In some ways, all children are natural physical learners. As babies, they rely on their sense of touch to grasp new ideas and concepts. Remember how yours discovered their toes and almost every other body part by putting them in their mouth? By the time children reach preschool or kindergarten, many have begun to adopt other learning styles, but some children maintain a strong affinity for physical learning.

Auditory Learners learn best by hearing or listening. They prefer talking about a situation; express emotions verbally; enjoy listening, but cannot wait to talk; like hearing self and others talk; learn best through verbal instruction; move lips or subvocalize when reading; remember auditory repetition; study well with a friend to discuss material.

Short lectures of 10 minutes or less, followed by verbal interaction, help auditory learners acquire and process information. They learn a song easily just from hearing their teacher sing it, or who can follow directions to the letter after being told only once or twice what to do.

Summarizing is especially helpful. Review them by reading words aloud, repeating the definition and then checking to see if you are correct. If you can verbalize the information, you increase the probability of understanding it. Verbally review facts and terms which must be memorized. This increases your ability to maintain your focus while reading the chapter because you have familiarity with the information.

They prefer watching demonstrations; have intense concentration and ability to visually imagine information; remember faces but forget names; write down things and take detailed notes; doodle; find things to watch; look around and study their environment; facial expression is a good indication of emotions; quiet, do not talk at length; become impatient when extensive listening is involved; learn best by studying alone. It is vital to present information through visual cues and imagery that appeal to the age of the child.

That's because visual learners rely primarily on their sense of sight to take in information, understand it, and remember it. If they don't "see" it, they're not able to fully comprehend it.

Take notes in class to help you remember things better and for use in studying for tests. Compare your notes with those of a friend who is a good note-taker. When listening to a lecture, always look at the speaker to help you maintain your attention.

Summarize important concepts but don't try to write verbatim what they are saying. If you need to have music, make it soft background music that will not be distracting.

Use flashcards to help you isolate and mentally "see" facts and their chronological or sequential order. Educators have identified two kinds of visual learners: picture learners and print learners. Picture learners think in images; if you ask one whether an elephant is gray, he'll probably summon up the image of an elephant that he's seen at the zoo or in a photograph.

Print learners think in words; they quickly learn to read and easily can memorize the correct spelling of words. They're also the ones who like to practice writing and forming letters. If you ask a print learner if an elephant is gray, the first thing he'll conjure up is the word "elephant," and then he may try to recall what he's seen in a book about the animal. Most people learn from a combination of these learning styles, but more strongly lean towards one style in particular.

Whatever your child's learning style, finding ways to accommodate and take advantage of it can help your child to better absorb and remember what he's learned, and reduce frustration for both of you. Allow students to demonstrate learning via their preferred learning styles. Open-ended projects that allow children to express their knowledge and demonstrate learning in a variety of ways provide equal opportunity for children to show what they know, what they have learned and what they can do.

Learning style refers to the primary mode a child uses to obtain information about the world around him. Although nearly every child gathers information in more than one way, each has a preferred mode that makes learning easier. Learning styles consist of auditory, visual and kinesthetic or tactile learning. According to Tech News, the breakdown of learning styles varies, but a typical K classroom contains 30 percent visual learners, 25 percent auditory learners and 15 percent kinesthetic learners, with the remaining 30 percent consisting of students with mixed learning styles.

What this means to you as a teacher is that, to reach all students, teaching must incorporate all three learning styles. Obeying a lawful order essay Assignments have always carried a heavyweight in the academic curriculum of a student.

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Our team of assignment writers Sydney work in a dignified manner in order to deliver your assignments with quality work at comparatively low prices. To get help from our experts, students need to contact our customer care support team and tell all the requirements to them. Our team will revert back to you with a reasonable quote. He also starred in many films as Tarzan Lord of the Jungle. Harold Edward Grange was a college football hero who helped get the game of American football popular.

He was the first American to win the Wimbledon title in She had won two Olympic gold medals and 19 singles championships. These two champions helped get the game of tennis popular during the twenties. Women were declared the right to vote, their styles changed, they began doing other jobs such as doctors, bankers, lawyers, and other different jobs which were usually reserved for men. In the twenties, the jobs that were usually seen as womanly such as household things dropped. It was still seen that women were to be in the home and men brought home the money.

In , the first movie with sound and color came out. There were not any signs that the country that was thriving would go into a complete and total economic depression. New inventions, new advancements, and new discoveries helped make life better in America. Life seemed so easy in the twenties thanks to all the new advancements. No one would have guessed what laid ahead for the powerful country.

Given its present high rate of growth, the firm retains all its earnings to help defray the cost of new investments. Problems inherent to these firms include multiple currencies, differing legal and political environments, differing economic and capital markets, and internal control problems.

The difficulties arising from multiple currencies are stressed here, including the dimensions of foreign exchange risk and strategies for reducing this risk. Though a number of definitions in the business literature can be foundbut no simple or universally accepted definition exists for the term internationalbusiness. Atthe other end of the spectrum, The risk-return tradeoff is the principle that potential return rises with an increase in risk. Low levels of uncertainty or risk are associated with low potential returns, whereas high levels of uncertainty or risk are associated with high potential returns..

The firm anticipates that next year's sales will reach million with net income rising to million. Low levels of uncertainty or risk are associated with low potential returns, whereas high levels of uncertainty or risk are associated with high potential returns.

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Had a minute of sheer panic thinking I'd written about Milanese art in my Florentine Renaissance essay. Ignou mba help books, solved assignments. The purpose of these analytical essay assignments is to teach students to examine a feature film, interpret its meaning, and develop an argument based on and supported by material presented in the film itself as well as in HUM Thus, these assignments have been designed not only to develop compositional skills but to teach students to make meaning of experience by analyzing, evaluating, conceptualizing, condensing, and synthesizing ideas presented in the film and then relating them to course information.

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To begin, you need to develop your note-taking skills. After all, in order to write a good analytical essay, you must start out with raw materials that will eventually be condensed into a refined piece of writing.

As you view a film or listen to a class lecture for that matter, don't take down every word that you hear. Even if you went to secretarial school, you'll be left behind, and you won't be able to concentrate.

The appropriate technique to follow is to be attentive for visual cues as well as listen for key words, main concepts and supporting evidence. For instance, it is very probable that in the beginning of the presentation, whether in a lecture or a film, the speaker or narrator will announce what the purpose is or a mood will be created.

Once you have jotted these down, in all probability, the presentation's organizational pattern will begin to emerge. Take down only essential information; Now that you have the raw material from which your analytical essay is about to emerge, look at your notes carefully and begin to relate all of the parts to the whole.

Ask yourself what did the speaker or narrator want to accomplish as well as what information was presented. After having decided what the purpose and the thesis are, you are now ready to write.

Make sure that the thesis is backed up by main points, and these, with sub-points and evidence. Furthermore, make sure to connect all of the main points through the use of transitions so as to indicate the relationship between them. Remember to be brief but, at the same time, complete.

In analyzing a feature film, make sure that you do not merely describe its plot. The plot is merely a mechanism for packaging what the film is really about.

Again, what you will be focusing on are the themes and values that the movie advances. Once you have decided what its themes are, each may then be illustrated through the use of events and characterizations depicted in the feature film. For instance, the film Titanic deals with, on the surface, the sinking of a ship.

However, what you will be writing about is what ideas the film advances: 1 that class distinctions were very rigid during la belle poque; 2 that technology was worshiped and thought to be infallible; and 3 that men and women did not have the same rights. Each of these ideas can then become a separate topic sentence, the central idea of a paragraph, anchoring a paragraph which can be developed by alluding to situations and characterizations that are portrayed in the film.

Once you have decided what these topic sentences are going to be, then formulate a thesis which will synthesize these subordinate ideas into a unified whole. Thus the thesis statement of this particular summary might be expressed in the following manner: The film Titanic illustrates the values of la belle poque by focusing on the rigid class and gender distinctions as well as the worship of technology.

To better understand what a good analytical summary is, I am providing you with sample essays. Read them and please note that each of these summaries are written in the MLA style, the same format that you need to follow.

Cheap dissertation writing service uk Sporting contests emerging as a result of professionalism in sports provided mass entertainment for spectators in the Ancient World. Ancient Greeks participated in Olympic Games, the Romans had the chariot and gladiator races, while the ancient Mesoamericans took part in in ball games.

The ancient sports were a source of entertainment for spectators and players were highly influenced by financial gains. The most common similar aspect in modern sporting culture and ancient Roman sports is the presence of aggression and violence. The Roman chariot race resembles a modern stock car race. Games associated with violence are the ball games like modern soccer.

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While this article has nothing whatever to do with Millard Fillmore, Betsy Ross, or Pocahontas, it is concerned with a somewhat similar episode which remains present in the American mythology. Most Americans, whose knowledge of the history of their native land is sometimes sketchy, would answer yes to the above questions.

Mencken concocted the Millard Fillmore tale during a slow newsday during the s; the Betsy Ross story rests on dubious evidence; and Pocahontas was only eleven years old at the time that Captain Smith not always known for his veracity claimed she rescued him from the headman's axe. When the last Red Man shall have perished, and the memory of my tribe shall have become a myth among the white man, these shores will swarm with the invisible dead of my tribe, and when your childrens' children think themselves alone in the field, the store, the shop, or in the silence of the pathless woods, they will not be alone.

A search of the records of the Bureau of Indian Affairs and of the Office of the Secretary of the Interior in the National Archives and the presidential papers of Franklin Pierce in the Library of Congress has not uncovered even a trace of such a letter. The following oration, supposedly spoken by an Indian chieftain in , has surfaced in today's world and has been used to justify and fortify current attitudes regarding the treatment of the first Americans and the natural environment in the United States.

The son of the White Chief says his father sends us greetings of friendship and good will. There was a time when our people covered the whole land as the waves of a wind-ruffled sea covers its shell-paved floor, but that time has long since passed away with the greatness of tribes almost forgotten. It is known that Seattle was non-literate,5 so yet another person must have written the alleged message—yet no source for the text of the letter has ever been discovered.

Since these words have been used for propagandistic and polemic purposes, a closer examination of the historical and literary origins of old Chief Seattle's catechism of woes and wrongs done to the American Indian and his world is in order.

This is kind of him, for we know he has little need of our friendship in return because his people are many. Thus this widely distributed document can safely be considered an unhistorical artifact of someone's fertile literary imagination. Such an analysis must begin with consideration of the oration allegedly spoken by Chief Seattle,1 patriarch of the Duwamish and Suquamish Indians of Puget Sound, to Isaac Ingalls Stevens, governor of the Washington Territory, in the year or , at the site of the present metropolis of Seattle: Yonder sky that has wept tears of compassion upon our fathers for centuries untold.

They are like the grass that covers the vast prairies, while my people are few: they resemble the scattering trees of a storm-swept plain. The historical Chief Seattle was the head man of the Duwamish and several other related small bands of Indians inhabiting the shores of Puget Sound. It would have to pass through the hands of the local Indian agent, Col.

A letter from an Indian in concerning Indian policy and directed to the President would have required the usual nineteenth-century red tape. Simmons; to the superintendent of Indian affairs, Gov. Let him be just and deal kindly with my people, for the dead are not powerless—Dead—I say?

Only a change of worlds. Among other charges, it denounces the White Man's propensity for shooting buffaloes from the windows of the "Iron Horse"—a remarkable observation by Seattle, who never in his lifetime left the land west of the Cascade Mountains and thus never saw a railroad and may never have seen a buffalo, either.

The purported letter by Chief Seattle to President Pierce is very likely spurious. But we will consider your offer, for we know if we do not. Unfortunately, no one has been able to locate either the letter or a reliable text of the speech.

The United States Information Agency has received similar inquiries from persons and institutions in many foreign lands. The National Archives, the Smithsonian Institution, and the Library of Congress each year receive numerous requests for the original text of the statements attributed to the old chief. How can you download or sell the sky— the warmth of the land?

Yet we do not own the freshness of the air or the sparkle of the water.