Become an exploratory essay professional

Become an exploratory essay professional Exploratory essay Exploratory Essay: Principles of Successful and Effective Writing Exploratory Essay Definition It is essential to know the definition of an exploratory essay before you start working on it. According to the definition formulated by experts, an exploratory essay is a brief piece of writing of non-fiction character, where a writer investigates a particular problem, explores a specific idea, concept or experience without being obliged to support the claim or support the central argument or thesis. An exploratory essay is different from ordinary argumentative essays and from any other types of essays you have ever written. Your primary aim is not to convince the reader in the credibility of the information you provide or to persuade the reader to accept your argument or opinion but to investigate the problem in depth and derive some conclusions from the discussion. Another purpose of writing is to put forward specific recommendations concerning the issue. All these things considered; there is another essential aspect of the exploratory writing. Particularly, these types of essays aim at reflecting one’s writing fluency and cognitive ability as you investigate a specific problem or aspect. When you work on an exploratory essay, you may be expected to provide a description of why, how, and when you conducted a research and what methodology you used. Steps Necessary for Writing an Exploratory Essay Devise a standard outline, as it will help you organize your writing process. In other words, when you have an outline, you have a so-called backbone of your paper and you just elaborate the ideas, illustrate the topic sentences, and provide supporting evidence and examples. Make sure you read the articles for summation for a sufficient number of times. After you have read the articles that you will use for illustration and support, make sure you see a clear picture how you will use the articles and how they are related. Make sure you follow the required writing, formatting, and citation styles. Discuss your piece of writing with another person. It could be a family member, a relative, a friend, a group mate, etc. This discussion will ensure that readers understand what you are writing about and what you intend to tell. Come up with some visual aid in case you present you essay in front of the audience. Make sure you write drafts before working on the final version of the text. Revise, edit, and proofread them. Make sure you add transitions to make the text smooth, logical, and coherent. How to Write an Exploratory Essay Make sure you provide a clear and detailed definition, interpretation, explanation, and discussion of a problem in the introduction. Finish the introduction with a thesis statement that conveys the central idea of the essay. Further work on the development of the main body. Decide how many body paragraphs you will have and divide the information equally between them. Make sure that each body paragraph focuses on a separate problem or issue. Ensure that each body paragraph starts with a topic sentence and finishes with a closing sentence. Highlight that you are personally interested in the problem you explore or discuss. Emphasize the standpoint you take. You may state it in the conclusion. If you are assigned to prepare an exploratory essay, you should know that it differs from other academic works. When writing it, you need to explore a certain subject and illustrate its importance to a particular research area. You never know what conclusion you will arrive at when examining the issue. Thus, in order to produce a work of outstanding quality, you should discuss the given topic in detail. If to be more specific, you need to prove that the stated facts are true. Key Features of Exploratory Works This paper focuses on addressing particular problems rather than discussing ideas. Thus, you need to make an in-depth analysis of the situation to find an effective way out of it. Note that there are diverse exploratory essay topics. However, when examining any of them, you need to explain why the chosen subject is worth considering. An exploratory piece of writing can be produced by adopting different methods. Nevertheless, two of them are the most efficient. The first one is a standard way of producing academic works. You should identify the key point and begin researching it. The second is about writing a conclusion and then preparing the very essay. Usually, the former method is commonly used by the majority of students. However, the latter will help you make the paper coherent. Note that there a lot of clear exploratory essay examples online. If you scrutinize them, you will see how the discussed methods are employed. While producing such a paper, you will find out a lot of interesting facts. In other words, you will become more open-minded about some issues. Some students find this assignment difficult, while others think that it is a great way to learn new information.Structuring the Essay Introductory Section In this paragraph of your exploratory paper, you need to present the subject you are going to examine. You may use quotations, provide descriptions of events or use other ways of introducing the topic. You should also identify the problem you will analyze. Do not forget to mention the approach you are going to use when discussing the subject. Body Paragraphs This part should provide readers with valuable information about the points identified in the introduction. This section of exploratory papers should present an acceptable solution to the discussed problem. Conclusion Restate the main idea of your exploratory essay and express your opinion on the tackled issue. If you research the subject thoroughly and offer an effective solution to the faced problem, you will write a paper of superior quality. Exploratory Essay Written For You Every student wants to be successful. While studying, you cannot avoid essay writing since it is a common assignment in almost all educational institutions. However, for some reasons, students do not want to  write academic papers. Some of them confess that it is not their cup of tea. Sometimes they lack time, desire or writing skills to create essays and papers that could earn a brilliant academic reputation. The easiest way to avoid this problem is cooperation with a reliable online writing service, like. Our freelance writing company has been providing quality academic services for many years During all this time, we have been satisfying all the customers` needs since it is our core goal. You can totally rely on our custom essay writing services because they have already provided numerous essays for students from many countries. We are proud to confess that we have a lot of loyal customers who return to us again and again once trying our academic assistance. Contact us with the request â€Å"do my essay, please† and you will not regret it! The conditions of our cooperation are extremely comfortable. In order to provide you with the best writing services, we employ only the most professional writers. They have no less than 3 years of writing experience and ground knowledge of proper English grammar and spelling. Besides professional writers, we have hired skilled editors and proofreaders. They carefully check every order for mistakes and plagiarism before you get it. We ensure you that the final results of our cooperation are brilliantly written essays and papers th at meet all your initial requirements and modern academic standards. As for our pricing policy, it is also extremely comfortable for all the students. Everyone who needs academic help can get it from since our price and quality balance is the best one in the sphere of academic writing. Of course, quality work should be reasonably paid, so we cannot guarantee you ridiculously cheap rates, but we guarantee you that our price rates will not hit your pocket! Exploratory Essay

A Quiz About Expletives

A Quiz About Expletives A Quiz About Expletives A Quiz About Expletives By Mark Nichol One easy solution for getting sentences off to a strong start is to make them more active by eliminating what is called an expletive, or a dummy subject, such as â€Å"There is† or â€Å"There are.† It is not necessary to eradicate all expletives from your writing, but minimize them by identifying the real subject of the sentence and reconstructing the sentence with that focus with the added benefit of a more concise statement. Each of the sentences below contains an expletive. Recast each sentence as necessary to omit it, then compare your revisions with mine (there’s usually more than one right way to excise an expletive) at the bottom of the page: 1. â€Å"There are several vicious cycles that facilitate the progression of alcohol abuse.† 2. â€Å"There are federal and state legislators who want to bring government into the picture.† 3. â€Å"All across the country, there are numerous private facilities that have figured out the breeding techniques.† 4. â€Å"At the same time, there are also motives and pressures toward normalcy.† 5. â€Å"Unless there is significant progress soon, we’ll have to cancel the program.† 6. â€Å"He wants to know if there is life on other planets.† 7. â€Å"At the other house, there is an outdoor patio.† 8. â€Å"I think there is a good chance that the proposal will be accepted.† 9. â€Å"I am concerned that there is a false impression about our objectives.† 10. â€Å"According to recent studies, there is a tendency for the syndrome to worsen over time.† 11. â€Å"But then there is John Smith, who has another take on the matter.† 12. â€Å"There is a considerable range of expertise among so-called experts.† 13. â€Å"Nevertheless, there are numerous private facilities that have figured out the techniques.† 14. â€Å"At the same time, there are also motives and pressures toward normalcy.† 15. â€Å"To make matters worse, there are several vicious cycles that facilitate the progression of alcohol abuse.† 16. â€Å"His understanding is that there are still countless such volumes in existence.† 17. â€Å"Ultimately, there are sensitive implications about the issue that remain.† 18. â€Å"He adds that there are numerous ethical concerns raised by this practice. 19. â€Å"Each year, there are more and more workshops, seminars, and conferences for practitioners in this field.† 20. â€Å"As I see it, there are two lines of logic that follow from this premise.† Answers 1. â€Å"Several vicious cycles facilitate the progression of alcohol abuse.† 2. â€Å"Some federal and state legislators are itching to bring government into the picture.† 3. â€Å"All across the country, numerous private facilities have figured out the breeding techniques.† 4. â€Å"At the same time, motives and pressures toward normalcy present themselves.† 5. â€Å"Unless significant progress occurs soon, we’ll have to cancel the program.† 6. â€Å"He wants to know whether life exists on other planets.† 7. â€Å"The other house has an outdoor patio.† 8. â€Å"The proposal has a good chance of being accepted.† 9. â€Å"I am concerned that they may have developed a false impression about our objectives.† 10. â€Å"According to recent studies, the syndrome tends to worsen over time.† 11. â€Å"But John Smith has another take on the matter.† 12. â€Å"So-called experts demonstrate a considerable range of expertise.† 13. â€Å"Nevertheless, numerous private facilities have figured out the techniques.† 14. â€Å"At the same time, motives and pressures toward normalcy present themselves.† 15. â€Å"To make matters worse, several vicious cycles facilitate the progression of alcohol abuse.† 16. â€Å"His understanding is that countless such volumes still exist.† 17. â€Å"Ultimately, sensitive implications about the issue remain.† 18. â€Å"He adds that this practice raises numerous ethical concerns.† 19. â€Å"Each year, practitioners in this field have the opportunity to attend an increasing number of workshops, seminars, and conferences.† 20. â€Å"As I see it, two lines of logic follow from this premise.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:75 Synonyms for â€Å"Angry†Telling a Good Poem from a Bad One25 Favorite Portmanteau Words

Architecture advancements Research Paper Example | Topics and Well Written Essays - 1250 words

Architecture advancements - Research Paper Example The Romans had great architects who created admirable and great monuments and buildings located all over the Roman Empire. Primarily, Romans adopted the Etruscan arch as practical architectural devices, and secondly, they constructed aqueducts from these arches. More so, they made cement so as to effectively use these architectural devices. This way, they were able to use these architectural devices in a useful and productive manner. Furthermore, Romans established many beautiful buildings for themselves. Architectural works had been part of the Roman Empire, but with time, Rome architects became more skilled and so, architect evolved to be a profession. This paper provides an explanation of some of the architectural achievement in Rome, noting the developments of arch, aqueducts, and dome among others. The advancement of art work in Rome was to a larger extended developed from Romans predecessors the Etruscans and others. However, most borrowed artistic forms were expressed in their practical dominating spirit (Anderson, 2012). Notably, architecture has been the success of ancient Romans, for instance, Romans were the first people to make of architecture in handling various problems such as infrastructure and urban management among others (Garwood and Blasi, 2012). Due to the popularity of architectural works, architects and engineers advanced their skills and became the designers of great buildings, temples, bridges, imperial palaces, water supply systems, and churches among others. Therefore, Romans modified the techniques that were initially developed by Etruscans and the Greeks so as to allow their architects construct these great infrastructures (Garwood and Blasi, 2012). According, Romans modified the dome, vaults and arches which played a fundamental role in building palaces, aqueducts, public buildings and baths, and theaters among others (Hitchens and Roupp, 2001). Romans adopted architectural features particularly of the arch from the Etruscans, and they also used classical orders of the Greek temple to construct many temples, but they modified these features to come up with a very unique architectural style (Dierckx and ‘Mark Twain Media’, 2012). Arguably, the Romans learned from the Etruscans on how to construct round arches, but they created new and better ways to modify the arch to a barrel vault together with two arches at right angles to each other (Hitchens and Roupp, 2001). The arch was modified by the Romans and was used to support extra structure for building, and typically, this arch was constructed out of concrete, brick as well as stone. The Romans designed the Etruscan arch, which was very famous and often accredited to Romans, and they adopted this arch from the Etruscans, and literally, the arch is constructed by a series of blocks placed together with a key stone placed in the center of the top. Romans put the arch to good practical and decorative use, for instance, they used the arches to make use ful innovations like aqueducts. Indeed, the Romans effectively made use of the Etruscan arch, for instance, as the Etruscans used the arch as a single stone structure to construct gateways, the Romans used the arch in diverse ways. For instance, they combined arches with the use of concretes to construct architectural structures of greater size (Dierckx and ‘

The Rise of China and the Subsequent Re-Shaping Of Business Essay - 1

The Rise of China and the Subsequent Re-Shaping Of Business Environment for MNEs (Multi-National Enterprises) - Essay Example The researcher states that modern era globalization has taken its present shape due to three primary reasons: technological innovation leading to worldwide networking and integration; global integration of emerging economies of developing countries; and opening up of by previously closed economies of countries like Brazil, India, and China. MNEs (Multinational Enterprises) are the product and the most visible aspect of globalization. A   MNE controls material  production  and/or provides services  to a large number of countries worldwide. MNEs conduct their operation (material production) in one country, which is generally termed as the ‘host country,’ while base their management activities in another country, referred to as the  Ã¢â‚¬Ëœhome country.’ Some of these MNEs are large and powerful, often operating with budgets that are more than the GDP of some of the developing nations in the world. The emergence of MNEs along with globalization is evident w hen we find that during the 1970s there were around 7000 MNEs, which at the turn of the century skyrocketed to around 60000. Around the same time, we find that the world’s largest MNCs and MNE’s (top 1000) accounted for almost 80% of the global industrial production, while the top 100 corporations and enterprises were responsible for 4.3% global GDP. At the core of globalisation and the rise of the MNCs and MNEs, is the emergence of China, as an economic power; and this article will examine the rise of Chinese economy and its particularly good relationship with various MNEs, and the recent break in this ‘good’ relationship leading to re-shaping of business environment for the MNEs in China.

Crime in America Essay Example for Free

Crime in America Essay Crime statistics tells us the variation of crimes that are being committed in the United States. The Bureau of Statistics compiles information processed in the federal justice system and gives us statistics on the many different crimes in America. This is a site that compiles crimes and tells us about how many different crimes are being committed and how many times they are being committed. This also gives us an idea of how much space we need to house these criminals. There are many jails and prisons that are over populated. Statistics also tell us that our crime fighting is not as good as it should be. With the websites for crime reporting this helps us to see what crimes are being committed and, how we can prepare for this and, how to prevent it. There is not a way to stop all crime or even prevent it but if we know what crimes are being committed more it will help us get a better understanding on how to catch the criminals that are involved in this type of behavior. In my honest opinion no crime is ever going to be completely stopped. If we all work together to pinpoint the main crimes we may also be more prepared to deal with them and catch the individuals involved. Crime in America today is on the rise the question is how to fix it before it gets out of hand. There are many different crime reporting measuring systems today. These help us get an idea of what crimes are being committed the most in what areas. With these types of statistics we may be able to start fighting crime in these areas to prevent further destruction in our communities. The Nation’s two crime measures are the UCR program and the NCVS. The UCR (Uniform Crime Reporting) this program collects information on crimes reported to law enforcement agencies. It compiles data monthly from the state agencies that report to the FBI. This system examines each report for accuracy or errors that may have occurred. It compares each monthly report to previous months and years to determine how much crime was committed from each month to each year. It gives us a detailed annual report. This comes in handy when trying to figure out if crime is on the rise or it is decreasing. The NCVS (National Crime Victimization Survey) this program gives us a detailed picture of crime incidents, victims and trends. This is used to uncover crime, update the survey methods and broaden the scope of crimes measured. The survey is designed to collect detailed information on the frequency and nature of the crimes that are being committed. This helps us to determine how many times this crime is committed and how it is being committed. It does over 43,000 personal household interviews twice a year. They rotate new houses every couple of years to make sure that it remains as accurate as possible. It also estimates crimes that have been reported and those that have not been reported. It also summarizes the reasons that individuals give for reporting or not reporting the crime. These programs share many similarities and differences. The similarities that they have are that they both measure crimes. The way that they measure crimes are very different from one another. But they both hope to achieve the same things. How they differ the most is in what they do. The UCR is designed to gather information and determine the statistics of the crimes reported by the law enforcement officers. The NCVS was designed to provide information about crimes that used to be unavailable. Also the two crime programs are different in other ways a well. One may judge crime by the size of the household, why the other judge’s crime by the number of crimes divided by so many people in that area. So as you can see even though they are out to achieve the same thing they just do it in different ways. It is hard to tell if the public’s perception of crime has changed over time. American’s perception of crime may be influenced by their assessments of how things are going in the country today. They also perceive it to be on how the country is economically. If America has a higher amount of jobs the crime rate may go down. When jobs are low and there is no work the crime rate may go up. Looking at the amount of crimes committed each year can also determine the public’s perception from one year to another. If they see more crimes in the last two years then they did in the previous years they are going to see that crime is on the high. I think that the future of crime depends on the economy. It also depends on how much crime is reported, and how people relate the experience of their crimes. If crimes are not being reported it is hard to figure out what types of crimes are being committed. It is hard for me to predict the future of crime because each criminal and each crime is different. If there were more people in America that would work as a whole to keep their community as safe as possible, I don’t think that crime would be big in that particular community. Also there are crimes today that are being committed due to lack of jobs. Most people will do what they have to, to make sure that their families are being taken care. A lot of problems today in my opinion depend on job security. If more people could have jobs then I don’t think that there would be as many crimes being committed. The American crime rate in my opinion just depends on the economy and the people in the economy. If you want to make a difference you will. If you don’t then you will be part of the problem not the solution.

Carlo Levi’s Memoirs, Christ Stopped At Eboli Essays -- Carlo Levi Chr

Carlo Levi’s Memoirs, Christ Stopped At Eboli Carlo Levi’s memoirs, Christ Stopped At Eboli, describe his time spent as a political prisoner in the isolated and desolate village of Gagliano in southern Italy. He tells of the village itself and the surrounding settings and what it is like to be forced to live in a completely different environment to that which he is accustomed. In this literary reminiscence, Levi addresses the themes of impoverishment, religion, social divisions and the ever-present issue of death. The author discusses his own personal struggle with imprisonment and how he interacts with the bewildering individuals from the extremely Fascist mayor to the rough but quiet natured Giulia to the simple, untrustworthy peasants. Levi takes us through a life changing experience where discovering himself is not as easy as looking into ‘Narcissus’ pool’, but is a complex process of finding oneself through people, places, emotions, hardships and different viewpoints. This reflective work is important to Levi but he does not see it as a concluding viewpoint, he simply considers it another point in his life and over all just one stage in his writing career. Levi is a prisoner in the small village of Gagliano and is being forced to live there but throughout the writing Levi exposes the fact that he is not the only prisoner and that it is more than a physical imprisonment that is keeping him there. The images of imprisonment that Levi presents us with occur all through the novel starting with the second chapter and continuing throughout the course of the writing. He describes physical borders, mental incarceration and the turmoil of the other villagers and how they seem to be experiencing the same... ...relate to the peasants understand the Priest because he to is imprisoned. It is not onlt the characters and physical and mental characteristics that paint the image of imprisonment but also the setting. Set in the mountainous region of Lucania, the mountains are a prison within themselves. This image of imprisonment is easily noticed because it is so well placed and described and this may stem from the fact that Levi was an artist. Overall the image comes through strongly and in many cases and Levi uses many different techniques to convey this topic to the reader clearly. Christ Stopped at Eboli is perhaps one of the great books of our century. Its effective, convincing humanism seeks to breed understanding and widen mental horizons. Half—anthropology and half-literature, it’s also a book that any travel writer would give up their life to have written. Carlo Levi’s Memoirs, Christ Stopped At Eboli Essays -- Carlo Levi Chr Carlo Levi’s Memoirs, Christ Stopped At Eboli Carlo Levi’s memoirs, Christ Stopped At Eboli, describe his time spent as a political prisoner in the isolated and desolate village of Gagliano in southern Italy. He tells of the village itself and the surrounding settings and what it is like to be forced to live in a completely different environment to that which he is accustomed. In this literary reminiscence, Levi addresses the themes of impoverishment, religion, social divisions and the ever-present issue of death. The author discusses his own personal struggle with imprisonment and how he interacts with the bewildering individuals from the extremely Fascist mayor to the rough but quiet natured Giulia to the simple, untrustworthy peasants. Levi takes us through a life changing experience where discovering himself is not as easy as looking into ‘Narcissus’ pool’, but is a complex process of finding oneself through people, places, emotions, hardships and different viewpoints. This reflective work is important to Levi but he does not see it as a concluding viewpoint, he simply considers it another point in his life and over all just one stage in his writing career. Levi is a prisoner in the small village of Gagliano and is being forced to live there but throughout the writing Levi exposes the fact that he is not the only prisoner and that it is more than a physical imprisonment that is keeping him there. The images of imprisonment that Levi presents us with occur all through the novel starting with the second chapter and continuing throughout the course of the writing. He describes physical borders, mental incarceration and the turmoil of the other villagers and how they seem to be experiencing the same... ...relate to the peasants understand the Priest because he to is imprisoned. It is not onlt the characters and physical and mental characteristics that paint the image of imprisonment but also the setting. Set in the mountainous region of Lucania, the mountains are a prison within themselves. This image of imprisonment is easily noticed because it is so well placed and described and this may stem from the fact that Levi was an artist. Overall the image comes through strongly and in many cases and Levi uses many different techniques to convey this topic to the reader clearly. Christ Stopped at Eboli is perhaps one of the great books of our century. Its effective, convincing humanism seeks to breed understanding and widen mental horizons. Half—anthropology and half-literature, it’s also a book that any travel writer would give up their life to have written.

Impact Of Assessment For Learning Education Essay

This paper considers the impact of Assessment for Learning on kids ‘s advancement in a peculiar strand of the Primary Maths Curriculum. It does so foremost through a reappraisal of the relevant literature, and so employs some empirical illustrations to exemplify how the rhythm had helped to procure larning points in a peculiar context. The specific strand under consideration is the resolution of multi-step jobs, ‘aˆÂ ¦and jobs affecting fractions, decimals and per centums ; take and utilize appropriate computation schemes at each phase, including reckoner usage. ‘ ( DCFS 2009 ) . Literature Review Changes in the professional model for the instruction and appraisal of Primary maths have been reflected in a invariably spread outing literature. This is now so expansive, that it can merely truly be reviewed here through some representative illustrations. There are two chief sub-genres which feature here: specifically, these are official publications, and scope of commercially produced texts which may be characterised as critical, professional, or vocational self-help literature. It is besides the instance that some generic texts on the topic of Primary Assessment for Learning may be pertinent here, although they do non associate specifically to mathematics. The official literature emphasises the holistic nature of appraisal by asseverating that ‘aˆÂ ¦assessment of kids ‘s accomplishments and advancement should be based on the expected acquisition results identified through the acquisition aims. In mathematics, measuring kids ‘s advancement in a nucleus strand of acquisition should be informed by the aims in the strand. ‘ ( DCFS 2009 ) . The fruition of this procedure may be visualized in the motive and authorization of the scholars themselves, supported by ‘aˆÂ ¦Constructive feedback that identifies how kids ‘s work and responses have led to successaˆÂ ¦ ‘ this, it advises, should supply a ‘aˆÂ ¦shared apprehension of the accomplishments on which to construct to do farther advancement. It helps kids to see how the following stairss take history of this success and are come-at-able. ‘ ( DCFS 2009 ) . There is a sense in which this acknowledges that Assessment for L earning has an importance, over and above what is revealed in outcome-based consequences, i.e. those from standardized trials. In other words, the latter no longer implies that it can stand as ‘aˆÂ ¦proxy for other sorts of larning. ‘ ( Campbell et al. 2004: p.119 ) The commercially published literature is invariably being updated by texts which engage with official policy and course of study alterations, construing them for practicians and parents. However, the bulk of these, although they make some mention to assessment, make non make so in the footings now prescribed by the DCFS, i.e. , daily and periodic appraisal. This is perchance because these theoretical accounts have merely been runing in the official discourse for a comparatively short period. Overall, this genre may itself be split into sub-groups, the most important of which are the brooding or critical genre, and the vocational or self-help group. One of the most fecund governments within this group is Sharon Clarke, whose Targeting Assessment in the Primary Classroom: Schemes for Planning, Assessment, Pupil Feedback and Target Setting ( 1998 ) , Unlocking Formative Appraisal: Practical Schemes for Enhancing Pupils ‘ Learning in the Primary Classroom, ( 2001 ) , and Active Lea rning Through Formative Assessment ( 2008 ) straddle consecutive developments in the instruction and appraisal of Primary mathematics. Besides helpful in these countries is Hansen ‘s Primary Mathematicss: Widening Knowledge in Practice ( Achieving QTS Extending Knowledge in Practice ) ( 2008 ) , and David Clarke ‘s Constructive Assessment in Mathematics: Practical Stairss for Classroom Teachers ( Key Resources in Professional Development ) , ( 1999 ) . As Shirley Clarke indicates, the ‘aˆÂ ¦sharing of a learning purpose isaˆÂ ¦more composite than merely reiterating what is in the instructor ‘s planaˆÂ ¦In order for the learning purpose to be shared efficaciously, it needs to be clear and unambiguous, so that the instructor can explicate it in a manner which makes sense. ‘ ( 2001: p.20 ) This may be taken as supportive of the official place: it endorses the thought that be aftering should pull non merely on the acquisition result, but besides on the anterior cognition of the pupils in inquiry. If they are expected to objectively measure their ain advancement, they must understand the frame of mention, and be able to imagine the acquisition result, even if they have n't yet attained it. This thought is besides inexplicit in the thoughts of David Clarke: as he points out, earlier attacks to assessment focussed on ‘aˆÂ ¦measuring the extent to which pupils possess a set of tools andaˆÂ ¦ the extent to which they can use them. ‘ However, he farther indicates that ‘aˆÂ ¦to be mathematically equipped, a pupil must besides understand the nature of mathematical tools and be able to choose the right tool for a given problem-solving state of affairs. ‘ ( 1999: p.11 ) This position is besides endorsed in the contemplations of Hansen, who argues that, ‘aˆÂ ¦it is possible to assist kids to larn mathematical content through efficaciously incorporating problem-solving, concluding and communicating into mathematics lessons. ‘ ( Hansen 2008: p.5 ) Texts such as Gardner ‘s emended aggregation, , Assessment and Learning, ( 2006 ) , Gipps and Murphy ‘s A Fair Test? Assessment, Achievement and Equity, ( 1994 ) , and Taber ‘s Classroom-based research and evidence-based pattern, ( 2007 ) , travel some manner to bridging the spread between the functionary and the educational literature, specifically by looking at how policy and course of study affairs are linked by research and political orientation. These are, nevertheless, non specifically devoted to Primary mathematics, and neither are they entirely accepting of the orthodoxies which pervade the official literature. Gipps and Murphy make the point that measuring appraisal is ‘aˆÂ ¦not merely a inquiry of looking at the equity in the context of appraisal but besides within the course of study, as the two are closely related. ‘ ( 1994: p.3 ) As Taber points out, practicians are at the terminal of a really long and frequently distant supply concaten ation when it comes to weighing the grounds on what is ‘best pattern ‘ . As they put it, ‘aˆÂ ¦teachers are told what research has found out during their initial â€Å" preparation † , and are updatedaˆÂ ¦through classs and staff development yearss, but mostly through centralised official â€Å" counsel † . ‘ ( 2007: p.4 ) This is reinforced by observers such as Rist, who argues that, ‘We are good past the clip when it is possible to reason that good research will, because it is good, act upon the policy procedure. ‘ ( 2002: p.1002 ) . These are academic but non unimportant points in footings of the overall treatment, even if they are non peculiarly outstanding in the twenty-four hours to twenty-four hours duties of the category instructor. The point is that, as brooding practicians, we might all profit from some consciousness of what shapes the models which inform our attack to learning and larning. With respect to the current Assessment for Learning conventions, the thoughts in Assessment for Learning, Beyond the black box ( Assessment Reform Group, 1999 ) , are acknowledged by the QCA to hold been constructive of the whole attack. ( QCA 2003: p.1 ) . As the latter province, ‘The survey posed three inquiries: is there grounds that bettering formative appraisal raises criterions? ; is there grounds that there is room for betterment in the pattern of appraisal? ; and is at that place grounds about how to better formative appraisal? This research grounds pointed to an unqualified ‘yes ‘ as the reply to each of these inquiries. ‘ ( QCA 2003: p.1 ) . These are of import points, as the instruction, larning and appraisal models which define modern-day pattern are deeply adaptative of them. Discussion/Example from Experience. A strand of the Primary course of study where twenty-four hours to twenty-four hours and periodic appraisal was found to be peculiarly of import in the overall Assessment for Learning attack, was procuring figure facts, relationships and ciphering. The illustrations used here are from Year 6 block E, particularly Ma2, Written and reckoner methods, and Ma2, work outing numerical jobs from Unit One, and focused on covering with mistakes and misconceptions. One context where appraisal was found to be peculiarly relevant was in covering with upper school ( i.e. Old ages 4, 5 and 6 ) acquisition of generation and division. The assessment procedure had to be multi-faceted, taking in all of the associated cognition and accomplishments, the mistakes and misconceptions which arose, and the modeling of inquiries to place the beginning of such jobs. This may be illustrated by concentrating on one illustration, taken from Year 6 Key Objective 2, Multiplying and dividing by powers of 10 and the a ssociatory jurisprudence, where normally, the unprepared or baffled scholar ‘aˆÂ ¦Misuses half understood regulations about multiplying and dividing by powers of 10 and the associatory lawaˆÂ ¦ ‘ ( 2009 ) . The of import thing about generation and division through consecutive add-on or minus severally, is that, one time mastered, they can show to scholars that the application of basic accomplishments will enable them to interrupt down apparently complex jobs into a manageable format. Multiplying or spliting a three figure figure by a two digit figure depends on the usage of a figure of accomplishments: cognition of figure facts, i.e. times tabular arraies, topographic point value, to rapidly measure the viability of an reply, and organizational accomplishments, i.e. being able to use the right stairss in the appropriate order. It may besides be utile to augment these with reckoner usage, in order to verify replies. The of import point here is that twenty-four hours to twenty-four hours and periodic appraisal – and brooding feedback from the scholars themselves – was indispensable in the planning, fliping and bringing of this input. The mutuality of each measure in these computations meant that the failure to put to death one measure, frequently resulted in the failure to finish the overall aim. For illustration, if times tabular arraies and generation by 10 and 100 were non firmly in topographic point, the scholar would acquire bogged down in the arithmetic. Conversely, the securing of one of the incremental accomplishments involved in these computations was a positive factor in the scholars ‘ overall attack: i.e. , if they knew their times tabular arraies facts, topographic point value, or generation by 10 and 100 were in topographic point, it gave them a get downing point from which to analyze mistakes or jobs. For some scholars, this had the generic consequence of doing t hem gain that their long-run work in accomplishing these places of strength had a positive result, instead than being an abstract, stand-alone procedure. This in bend made them more interested in geting other general mathematics accomplishments. Looking beyond specific mathematics accomplishments, this may besides hold the leaning to develop the pupils ‘ ain capacities for self-fulfillment and self-motivation. As the QCA points out, ‘aˆÂ ¦In many schoolrooms, students do non comprehend the construction of the acquisition aims that give significance to their work. Therefore they are unable to measure their ain advancement. ‘ ( QCA 2003: p.3 ) Accomplishment in a multi-step procedure such as long generation or division might therefore enable them to map out where they are within the overall criterions. However, it was merely through a combination of twenty-four hours to twenty-four hours and periodic appraisal that the practician could be confident of be aftering efficaciously with respect to these undertakings. There was no point in piecing Sessionss which relied on a scope of accomplishments when they were non unafraid, either in single scholars, or sufficiently across the cohort as a whole. In assorted ability groups, this attack was evidently the key the necessary distinction. The logical corollary to this is that dianoetic feedback from the scholars themselves was besides of import in specifying the following phase of planning, i.e. what worked, what did n't, who tried which method, were there any penchants etc. The entreaty of this activity besides lays in its all right balance of mental and pencil and paper methods, and the manner in which appraisal is the necessary concomitant to concrete computation. Overall, these experiences may be deemed supportive of the proposals of o bservers such as Clarke and Hansen, ( see above ) in that they emphasize the demand for the uninterrupted support of be aftering with appraisal. Summary, Analysis and Reflection: Deductions for Future Teaching. In drumhead, the decision of this paper is that both the literature and practical experience discussed here are reciprocally supportive of the demand for complimentary appraisal and planning. Outcome orientated consequences can exemplify single and whole school public presentation in certain contexts, but practicians need to be cognizant of appraisal in a holistic manner, as a day-to-day portion of their attack to learning and larning. As the QCA expresses it, ‘aˆÂ ¦Teachers are sing an increased sense that students are working with them instead than for them. For illustration, students are inquiring for more inquiries or illustrations to pattern using their apprehension of a subject or to reiterate prep or trials if they have non met the criterion and the aims that they and the instructor have set. ‘ ( QCA 2009: p.48 ) . Whilst this dynamic sounds really positive, practicians have new and different duties within it. In footings of appraisal, these can be itemised in the undermentioned waysaˆÂ ¦ Day to twenty-four hours: within this degree of appraisal, specific larning aims should explicitly communicated, and augmented with both equal and self appraisal as appropriate. Periodic: ideally, this should piece a broader overview of advancement across the topic for both scholar and instructor. It is besides an chance to interweave the national criterions in a sensitive manner with schoolroom pattern. The practician can utilize the penetrations gained from this procedure to inform both long and average term planning. Overall, it should be recognised that the ideal state of affairs, i.e. of self-motivated, self-actuating scholars, involved in their ain self-assessment, is improbable merely to ‘happen ‘ . Considered superficially, it might look that the practician ‘s function in appraisal has lessened, whilst the balance has been taken up by the scholars themselves. The world is instead different: students will merely go equal and effectual assessors of their ain advancement if they are provided with the appropriate support and counsel. In a sense, this facilitating function is a much more ambitious and elusive one than that implied in a more top-down, didactic theoretical account. Besides, there are obvious jobs in sing the ‘learner ‘ as a passive or generalized facet of this attack: it is much more likely that there is a staggered and varicolored consumption of the theoretical account, as different scholars are engaged at their ain gait and degree. This in bend indic ates that, as with all facets of the course of study, the societal and emotional facets of acquisition should be taken into consideration.

Silence Kills, Animal Farm Essay

Haley Zrnchik Mrs. Hawkins Honors English 1, Red 1 13 December 2012 Silence Kills In George Orwell’s Animal Farm, Benjamin, a soft-spoken donkey, finds his once peaceful home transformed into a tyrannical dictatorship led by a power-hungry pig named Napoleon. Because of Benjamin’s reserved nature, he ultimately was able to lead Animal Farm into its oppression. Benjamin’s silence, his ability to follow without question, and his inability to share his wisdom with the other animals turned him into one of the main contributors to the tyrannical behavior that occurred and the loss of freedom and equality on Animal Farm.When someone keeps their thoughts silent, it usually allows wrong to happen; in this case, Benjamin and his reserved nature is what helped to fuel the farm’s oppression. So when: â€Å"Benjamin . . . seemed to understand, but would say nothing† (109) he allowed the other animals to go without knowing about Napoleon’s true intentions . Perhaps Benjamin assumed that his silence would protect him, and that by staying silent, he was not creating more drama and instead helping to minimize it. Even though Benjamin is one of the more intelligent animals on the farm, his standoffishness is what helped Napoleon lead as a dictator: â€Å"Benjamin . . nodded his muzzle with a knowing air† (109) Benjamin had the ability to share his wisdom with the other animals on the farm. However, instead of spreading the truth about Napoleon, Benjamin kept to himself and refused to meddle in what he considered to be â€Å"nonsense†. Benjamin refused to voice his thoughts and because of that, he allowed his friends to die, his home to be destroyed, and his life to be turned into that of a follower. Instead of speaking up, Benjamin quietly followed the orders he was given. So while he never volunteered to do extra work, he never did less than what he was supposed to: â€Å". . . ven . . . Benjamin . . . did [his] shareâ₠¬  (60-61) Because Benjamin did not try to overthrow Napoleon, he allowed Napoleon to become a stronger and more influential dictator on Animal Farm. Had Benjamin not allowed himself to be turned into a follower, he most likely would have been able to prevent the farm’s oppression. More often than not, it is the followers that help to fuel a tyranny: â€Å"Benjamin was watching . . . [silently and] intently† (102). Followers sit, watch, do what they are told, and they listen. While Benjamin may not have agreed with Napoleon’s rulings, he never objected to any of them either.Benjamin is a follower and he always will be, because even though he possesses the qualities of a leader, he doesn’t have the strength, the care, or the willpower to speak up. Benjamin was always quiet soul, but when he lost Boxer, the pain in his heart only intensified. Benjamin tried to save his dear friend before he was sent to the â€Å"knacker’s† but alas, he wasnâ €™t fast enough: â€Å"Come at once! They’re taking Boxer away! † he shouted . . . Sure enough, there was a . . . van, drawn by two horses . . . And Boxer’s stall was empty . . . â€Å"Good-bye, Boxer! † [The animals] chorused . . . â€Å"Fools! Fools! † shouted Benjamin . . . â€Å"Fools!Do you not see what is written on . . . that van? . . . Alfred Simmonds, Horse Slaughterer . . . They are taking Boxer to the knacker’s! † . . . But the van was already . . . drawing away from them . . . [And] Boxer was never seen again. After losing Boxer, Benjamin recoiled deeper into his shell of silence. Little did Benjamin realize that if he chose to harness his anger and use it as a tool to fight against Napoleon, he probably would have been victorious. Even though he spoke in a condescending and undermining tone before, after Boxer died, Benjamin chose not to speak at all: â€Å"Only old Benjamin was much the same as ever . . except . . . since Boxer’s death, more morose and taciturn than ever† (128) Benjamin’s growing silence caused him to become a bigger contributor to the loss of freedom and equality on Animal Farm. At this point, he wouldn’t speak up; Benjamin confirmed his spot as a follower and never as anything more. Sometimes silence is the deadliest weapon. Benjamin proved that by remaining quiet through a time of oppression, one would only be helping to promote a leader’s totalitarianism.His stubborn silence, his adamancy towards following his orders, and his taciturn attitude after the death of Boxer only stood to show that a follower sometimes can be the strongest contribution to a tyranny. Napoleon’s dictatorship, while strong, would not have been as successful had it not been for his followers. Benjamin and the others, while they may not have realized it, were key attributes needed to lead to the ultimate removal of freedom and equality on Animal Farm. Works Cit ed Orwell, George. Animal Farm: With Connections. Austin, TX: Holt, Rinehart, and Winston, 1999. Print.

How to End a Story 3 Tips and Tricks From Professional Editors

How to End a Story 3 Tips and Tricks From Professional Editors How to End a Story: Tips from Top Editors Whether you have the final scenes of your book worked out from the moment you put pen to paper or it comes to you somewhere along the way, there’s one thing every author needs to master to leave a lasting impression on readers: how to end a story.Writing the ending can be a source of anxiety for a lot of authors. After all, you don’t want to finish a great story with a weak ending and disappoint your readers. To help you determine how to effectively bring your novel to a close, this post will cover six popular types of story endings in literature, and provide tips from top professional editors on how to get yours just right. Six Ways to End a StoryThe ending of a story has the biggest impact on how readers will remember your book in years to come. If they are dissatisfied at the closing of the final chapter, they won’t be likely to read it again or recommend it to others. While the start of your story might convince people to read your book in the first place, how you end your story is what will determine whether or not they turn from a reader into a fan.The most effective type of ending for your book will depend on a few things, such as:genre,story structure,target audience, andwhat you want readers to take from your book.With that in mind, let’s look at a few different ways to end a story. Six different ways to end a story. What are they? 1. Resolved Ending I am hunted by humans.Instead of going into great detail, Zusak uses short chapters that feel more like sneak peeks into her life. Additionally, it serves the purpose of joining Liesel, the main character, with the narrator, Death, and allowing them to have a conversation on more equal terms.When might you use an expanded ending? If you need to tie up loose ends but were not able to do it within the actual story, then this is the ending for you. However, it should not take the place of a traditional ending or be used to compensate for a weak ending. Instead, it should give further insight into the characters and give resolution to the readers.Now that we’ve covered six popular methods for writing your story’s denouement, let’s cover a few tips to ensure that it leaves a lasting impression.3 tips on how to end a storyWriting the end of a story is a tricky but essential part of your writing process. We turned to our top professional editors for tips to help you wri te yours. We asked our editors: "how do you end a story?" Here is what they said 1. Completion goes hand-in-hand with hopeLiterary agent Estelle Laure explains that a great ending is one that gives the reader both a feeling of completion and hope: â€Å"You have to assume the character has gone through hell, so let them see something beautiful about the world that allows them to take a breath and step into the next adventure. Even your ending should leave your reader dying for more. They should close the book with a sigh, and that’s the best way I know how to get there. This is, after all, a cruel but wondrous life.†2. Make sure it’s really finishedTo create a satisfying ending, end your book with purpose.As Publishing Director of Endeavor Media, Jasmin Kirkbride’s biggest tip is to make sure you follow the rule of Chekhov’s Gun: â€Å"Every subplot and all the different strands of your main plot should reach satisfying, clear conclusions. If they are meant to be left ambiguously, ensure your reader knows this, and create somet hing out of that uncertainty.†3. Come full circleEditor Jenn Bailey says that a good ending brings the book’s internal and external story arcs to a rational conclusion: â€Å"You need to come full circle. You need to end where you began. You need to take the truth your main character believed in the beginning of the story and expose it as the lie that it is by the end. In your ending, the main character doesn’t have to get what they want, but they do have to get what they need.†As we have seen, there are many methods for how to end a story! However you decide to finish your novel, there is one thing that you should always keep in mind: take account of the story that came before and give it the ending that it needs, not the one you think readers want, and it will be satisfactory for all.What is your favorite way to end a story? Or do you have a favorite closing passage? Tell us in the comments below!

How Does the Cell Membrane Function

How Does the Cell Membrane Function SAT / ACT Prep Online Guides and Tips All living things are made of cells and all cells have different parts that perform specific functions. One of the parts present in every cell is called the cell membrane. In this article, we’ll discuss the cell membrane structure and function, answering the questions â€Å"what does the cell membrane do?† and â€Å"why is the cell membrane important?† What Does the Cell Membrane Do? The main cell membrane function is to protect the inside of a cell. The cell membrane surrounds the cytoplasm of a cell (both plant and animal cells). As a thin, semi-permeable substance, the cell membrane lets some things pass through into the cell while keeping others out. The cell membrane is extremely important for keeping the cell safe. Because the cell membrane has a semi-permeable structure, it also gives a bit of shape to the cell. While not as thick or sturdy as the cell wall found in plant cells, the cell membrane does help support and give structure to the cell. The cell membrane is also responsible for helping cells grow through two processes known as endocytosis and exocytosis. What Is Endocytosis? During endocytosis, materials from outside of a cell are brought into the cell and then absorbed. Endocytosis helps cells get materials they need. There are three types of endocytosis. In pinocytosis, cells take in small amounts of extracellular fluids to help them hydrate. In receptor-mediated endocytosis, a large extracellular molecule, like a protein, is bound to a receptor on the cell membrane. In phagocytosis, cells ingest large objects, like chunks of dead organic matter, and seal them off into large vacuoles and digest the material. What Is Exocytosis? In exocytosis, a cell releases substances into its environment. During exocytosis, vesicles that contain substances are moved to the cell membrane and fuse with it. This cell membrane function has three results: the total surface of the membrane increases, toxins or waste products are eliminated, and proteins become part of the plasma membrane. Cell Membrane Structure Cell membranes are made up of mainly lipids and proteins. A lipid is a type of organic molecule found in living things. Lipids are oily or waxy. Fats are made from lipid molecules. Proteins are large, complex molecules found in living things. They are made up of amino acids and do work related to the structure, function, and regulation of the body’s tissues and organs. There are three types of lipids and two types of proteins found in cell membranes. Cell Membrane Lipids There are three types of lipids found in cell membranes: Phospholipids are the main component of cell membranes. They line up and form a double layer that all cell membranes have. The double layer phospholipids form helps to protect the cell by only allowing certain materials to pass through. Cholesterol is a lipid that helps cell membranes from becoming too stiff. Cholesterol acts a bit like a sheepdog - it herds the phospholipids and prevents them from crowding together. Glycolipids are found on the surface of the cell membrane and help the cell recognize other cells in the body. Cell Membrane Proteins Cell membranes have two main types of proteins that then have specific functions within the categories. Peripheral proteins are proteins that are attached to the outside of the cell membrane. They are involved with the cell membrane because of interactions with other types of proteins. Integral membrane proteins pass through the membrane itself. Classes of Peripheral and Integral Membrane Proteins There are four different classes of peripheral and integral membrane proteins. Both peripheral and integral membrane proteins have structural, receptor, transport molecule, and glycoproteins. First, there are structural proteins, which, as their name suggests, help give the cell its structure. Next, there are receptor proteins. These proteins help the cell communicate to other cells (think cell phone reception). They use hormones, neurotransmitters and other things to talk to other cells. Transport molecules are like ferryboats. They help carry material through the cell membrane. Finally, glycoproteins also help in communication and transportation. Cell Membrane Function: Key Takeaways There are many parts of the cell, like the chromosomes, nucleus, Golgi apparatus, and cell membrane. The cell membrane structure and function is to act as the gatekeeper to the cell. The cell membrane gives the cell its shape and helps keep bad material out while also ferrying good material in. All cells have cell membranes, which are composed mainly of lipids and proteins. What's Next? Are you studying clouds in your science class? Get help identifying the different types of cloudswith our expert guide. Working on a research paper but aren't sure where to start? Then check out our guide, where we've collected tons of high-quality research topics you can use for free. Need help with English class- specifically with identifying literary devices in texts you read? Then you'll definitely want to take a look at our comprehensive explanation of the most important literary devices and how they're used.

Criminal Justice Organizations- Assignment 4 Essay

Criminal Justice Organizations- Assignment 4 - Essay Example These techniques that are used have a positive effect when it comes to making and implementation of policing. For most policy makers, they know that implementing such mandatory sentencing laws ensure that repeat offenders are punished which leads to a decrease in the level of crime. The mandatory sentencing laws are effective, but this is dependent on a country or a state. When it comes to principles of organization effectiveness leaders have to motivate employees to change if they want change (Stojkovic, Kalinich & Klofas, 2014). Juries in courts in certain countries such a United States are not involved in determining the mandatory penalties that apply when there people who are convicted. The â€Å"get tough† approach and mandatory sentencing laws are largely not effective because they also lead to populated prisons because the minorities are always disproportionally targeted. As noted on page 425, of Stojkovic, Kalinich and Klofas’ book, there is problem of overcrowding in prisons due to these laws. For mandatory sentencing laws to be effective without leading to overpopulation in prisons, all people should be targeted for crimes and not only the minorities. The effect of these laws on the society is evident, not only in minority societies in United States. The public is now of these effects on families of the poor people, even when the accused they have committed non-violent offenses. Sadly, these are laws affect the poor communities in America and not the upper and middle class societies even when this group can easily change these laws. If I had the power and influence to change these laws I would first ensure that the public, whether these are people in poor, rich or middle-class communities are all educated. The public should be aware that the three-strike laws only contribute to increased rates of homicides and other problems. The rates at which the minority males are imprisoned are extremely high. In addition, there so many