Dissertation Service

Dissertation Service Dissertation Service Dissertation Service Our time is running out, our time is running out These words by English musical band Muse are no more than a song, but for some students they are becoming a horrifying reality. Indeed, time goes by too fast, how is your dissertation progressing? If you are stuck with your dissertation, maybe it is high time to address a dissertation service. Do not worry, you are not alone in your trouble. Luckily, our experienced writers are ready to provide you with any kind of dissertation writing assistance. Why do people decide to contact a dissertation service? The reasons for this are many:Lack of time. With your busy schedule it is impossible to devote about 2 hours to writing your dissertation every day. Sometimes to be able to devote time to dissertation writing you have to sacrifice something. It is difficult to choose between your studies and part-time job, isnt it? Not enough sources. Your topic may turn out to be not well explored, and you might have failed to find the needed amount of material. Problems with your supervisor. Your supervisor rejects your work time after time and you do not understand why.This list may be even longer, as many students have troubles of their own. Many problems, one solution. When you choose to address our dissertation service for assistance, you may relax and forget about your anxiety, as the fate of your dissertation is in reliable hands. Each of our dissertation writers is an expert in a definite field of science. We have been working with our dissertation writers for some years on end, that is why we know you can rely on them. A qualified writer from our dissertation service will send you definite chapters of your dissertation on the interim deadlines, so you will be able to see the progress. In the process of dissertation writing you will contact your writer, you will always know on what part of your dissertation the writer is working at the moment. We guarantee that our dissertation expert wil l deliver your dissertation by the time specified by you. When you order a dissertation from our dissertation service, be sure that your dissertation will be free of plagiarism. This means that your university dissertation will be 100% unique and authentic. So, why keep worrying and losing your precious time? Order your dissertation now and you will forget about your problems.

Is AP Psychology Hard 5 Key Factors Discussed

Is AP Psychology Hard 5 Key Factors Discussed SAT / ACT Prep Online Guides and Tips Before you sign up for any AP class, it's helpful to get an idea of whether you’ll be able to handle the workload (and the exam!). AP Psychology is a popular AP class that is offered at many schools, so you might have the chance to take it at some point in your high school career. But is AP psychology hard? Or is it a walk in the AP park? I’ll tell you which factors go into judging the difficulty of an AP class and examine what they tell us about the AP Psychology class and exam specifically. What Factors Go Into Determining the Difficulty of an AP Class? There are several components that we need to consider to get a clearer picture of how hard AP Psychology is overall. Here's what I'll be looking at in this article: Factor #1: Passing Rate The number of students who score a 3 or above on the AP exam can be a good indication of how difficult the class is. If a very high percentage of students earn passing scores, it may mean that the class is less challenging. It may also mean, however, that the class attracts higher-achieving students who are extremely well-prepared and tend to do better on tests across the board. That’s why, in addition to score averages, we'll also consider the perceptions of students and the actual difficulty of the content. Factor #2: Percentage of Students Who Earn a 5 Another important piece of statistical data that is slightly different from the passing rate is the percentage of students who earn 5s (the highest possible score) on the test. A large percentage of students may pass, but if only a small group earns 5s, it may mean that true mastery of the course material is hard to achieve. Even students who get 5s haven’t always fully mastered the material considering the fact that scoring a 5 on many of these tests only means answering 60-70 percent of questions correctly. Factor #3: Content Difficulty The actual content of the class is, of course, a critical factor to consider in investigating the difficulty of an AP class. Even if many students pass the exam, the class may be challenging because of the amount of ground it covers or the complexity of the material. Factor #4: How Students Perceive the Class Another critical factor in judging the difficulty of AP classes is the way students view them. As I mentioned, classes with high pass rates and high 5 rates may simply be courses that attract extremely hard-working students. Even if they ace the class and the exam, it doesn’t necessarily mean they found the material to be easy. They’re just willing to work through subjects that are hard for them. Student feedback can give us a different perspective on the difficulty of an AP class. Factor #5: When Students Take the Class This is a factor that impacts perceptions of the class and exam. If students tend to take the class earlier in high school, they're more likely to say that it’s difficult. If they take it their junior or senior year, they're more likely to feel comfortable with the material since they’ve gotten used to the workload in high school and may have already taken other AP classes. In the next section, I’ll go through all of these factors for both the AP Psychology class and exam to give you a better idea of their overall difficulty level. Time to put all the pieces together. Eventually, if you smoosh them together hard enough, a complete puzzle will materialize. What Do Statistics Say About the AP Psychology Exam? Let’s look at the passing rate and 5 rate. The passing rate for the AP Psychology exam is 65.6 percent, which is right around average compared to other AP exams. In comparison, AP Calculus BC has an 79.8 percent passing rate (one of the highest), and AP Environmental Science has a 47.7 percent passing rate (one of the lowest). The passing rate statistics would lead you to believe that the AP Psychology exam has a medium difficulty level as compared to other AP exams. The 5 rate for the exam is 21.2 percent. This 5 rate is towards the upper range of the spectrum as compared to other AP exams. There are only 11 AP exams that have 5 rates higher than AP Psychology, compared to the 20-30 with lower 5 rates. This might make you think that the test is on the easier side. But which is it? What does this really tell us? Interpreting these statistics means striking a difficult balance. Paradoxically, sometimes AP tests with high pass rates are actually more difficult. Since the subjects themselves are challenging (and have a reputation for it), they only attract the most motivated, well-prepared students. Similarly, AP tests for easier subjects might have lower passing rates because these classes attract less motivated students who don't always prepare thoroughly. Low pass rates can also happen on extremely popular tests where the number of students taking the test has increased rapidly, but their average level of preparation has declined due to the uneven quality of AP classes. Since AP Psychology is in the middle range of score statistics, we might initially assume that it has a medium level of difficulty in comparison to other AP tests. However, because AP Psychology is also one of the more popular tests, the 5 rate and passing rate could actually indicate that it’s much less difficult than your average AP test. In most other cases, popular tests have 5 rates that are skewed lower than the 5 rate for the AP Psychology exam. Taking all of this information into account, signs point to AP Psychology being one of the easier tests. The fact that it only has two free response questions (as compared to eight on a test like AP Biology) and that most of the material can be mastered through simple memorization also support this conclusion. Only two free response questions WAHOOO Is the AP Psychology Content Difficult? AP Psychology covers many different topics, but the content itself is not that difficult. The class focuses on teaching students about terms and theories that come from a relatively short period of history. Since the breadth of the content is not as wide as it is for other AP classes (for example, a class like AP Biology), teachers have the luxury of moving the course along at a more leisurely pace. You can also rely mostly on memorization to do well in the class, as opposed to in-depth analytical skills or advanced problem-solving strategies. As long as you know what the terms mean and are familiar with major psychological theories, you'll probably know the answers to most AP Psychology questions. There's even some room for interpretation in your answers to free response questions. If a question asks you to describe how certain psychological terms could relate to a scenario, there will be many different ways to earn points. Overall, the content for AP Psychology is manageable for most students. Compared to other AP classes, it's significantly less overwhelming and complex. Do Students Think AP Psychology Is Hard? Another factor to consider is how students perceive AP Psychology. This can depend heavily on the teacher and the way the class is taught, but the nature of the material itself also plays a significant role. In general, the perception of AP Psychology leans toward the class and test being easier than most other AP classes. Speaking from personal experience, I thought the AP Psychology class and test were the easiest of any AP class I took in high school. Many students who weren’t in any other AP classes took AP Psychology, and they did just fine in the class and on the test. It’s a lot of memorization of terms and theories and psychologists, but the way you’re asked to use that knowledge on the test and in the class isn’t necessarily highly complex. You just need to have a basic understanding of the definitions of terms and be able to apply them to different situations. The breadth of the material covered also isn’t as wide as some other AP classes. My guess is that the only reason the 5 rate isn’t even higher on the AP Psychology test is because many students don't prepare adequately. They may underestimate the test because AP Psychology classes are typically easier than other AP classes. Also, students who don’t take many (or any) other AP classes frequently take AP Psychology just to get an AP their transcripts. The test is definitely on the less difficult side, but the passing rate remains about average because so many kids take it, and many of them aren't adequately prepared. AP Psychology is also commonly taken during junior or senior year when students are more prepared for college-level material. This could be part of the reason students percieve the class as being relatively easy. By junior year, many high school students have taken other AP classes and can compare their experiences in those classes to their experiences in AP Psychology. Dude, I hear you get to watch movies every day in AP Psych, and you don't have to do, like, any work. Will AP Psychology Be Hard for You? Whether AP Psychology is difficult for you depends on how the class is taught at your school and what your strengths are as a student. Here’s what you should do to figure out if you're in for a challenge: #1: Ask Previous Students, Guidance Counselors, or Teachers About the Class The best way to learn whether the AP Psychology class taught at your school will be difficult is to ask people who either know about the class or have been through it themselves. If you're friends with any older students or have siblings, ask them what they thought of the class. You might even ask your current teachers to see how they feel about AP Psychology and if they think you’d be able to handle it. Your guidance counselor will also be familiar with your school's AP Psychology class and how students similar to you have fared in the course. This is a good way to judge whether the class is disproportionately easy or disproportionately hard in comparison to the actual AP test. It’s nice to know beforehand if you’ll need to do extra preparation for the test on your own to make up for a deceptively easy course. #2: Determine Whether Psychology Is Your Kind of Subject You should also think about whether you tend to succeed in classes that require similar skills to AP Psychology. AP Psychology is memorization-heavy, so you'll probably do well in it if history or biology classes have been your strong suit in the past. You might find it more challenging if you’re not great at memorizing facts and instead gravitate towards classes where the ability to use logical reasoning takes precedence over memorization (like math). #3: Consider Your Schedule If you’re taking a bunch of other difficult classes, you might not want to add AP Psychology into the mix. Even if it’s a relatively easy class at your school, you’ll still have to devote some study time to it, and taking an additional class could stress you out too much. AP Psychology could be the straw that breaks the camel's back. And YOU'RE THE CAMEL. Conclusion: So Is AP Psychology Hard? After considering all the factors, I would say that AP Psychology is not hard in comparison to other high-level classes. There isn’t a huge amount of material to cover, students usually report that the class is easy, and the exam is less demanding and complex than many other AP exams. This doesn’t guarantee that the class won’t be challenging for you (every school is different, and so is every student), but the amount of work required will probably be less than most other APs, and the most important skill you’ll need is memorization. Make sure that you don’t under-prepare for the exam, especially if your class ends up being especially easy. As long as you don’t let your guard down too much, AP Psychology should be a manageable class for you overall! What's Next? What are some topics you might cover in AP Psychology? Get a taste with our discussion of Stockholm Syndrome and whether or not it's real. If you're curious about the difficulty levels of other AP classes, read this article for an overview of how challenging the AP program is in general. You should also check out this article that lists the average scores for all AP tests. It will give you a better idea of which classes are right for you and how you might structure your schedule going forward. One of the benefits of AP is the ability to earn college credit. Learn more about how AP credit works at colleges. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Grounding for the metaphysics of morals Essay Example | Topics and Well Written Essays - 250 words

Grounding for the metaphysics of morals - Essay Example can only be achieved when individuals in a community act in such a way, as they would expect others to act towards them thus resulting in a free community with members serving their purpose. In such a community, each individual lives by the same set of rules that he applies to others (the law is applied universally and there are no exceptions). As a result, each individual acts as the law and at the same time cooperates harmoniously with others to achieve autonomy. This he called the kingdom of ends which has law as its formal ordering principle. A categorical imperative whereby any action commanded should be done because it is the right thing and not because the action will be rewarded should be incorporated. Members of a community should not be the subjects to the rule of law but the lawmakers because of the universal way by which they act. Any member can impose on another member a law that they would impose on themselves and not treat another as a means to an end rather as an equal entity. Morally, one is required to conform to the rule of law freely to enable the community to be self-regulating and enable the members to be free. Any action that is unjust is deemed

The Protection of Animal Rights According to Carl Cohen Research Paper

The Protection of Animal Rights According to Carl Cohen - Research Paper Example Carl Cohen is a professor of philosophy. He is well known for his prominent contribution in philosophy. Carl argues that animals have no rights. He says that animals are not part of a community of moral agents. He continues to mention that animals are incapable of answering on moral issues. These animals, therefore, do not and can not have rights. Cohen’s views use of animals in lab experiments as not a violation of animal rights. The reason being they have no capacity to make moral claims. Cohen asserts that, although animals have no rights it’s, our duty not to cause unnecessary suffering to animals. Before we preside further, we should have a clear definition of rights and duties. A Right is a potential claim, practised in a moral community. Duty is a social obligation to perform something for legal or moral reasons. These definitions will help in building a defence case against Carl’s argument that animals don’t have rights. According to Carl, for one to have moral claims he or she must have autonomy. The demand for moral claim shows that you have a right. This implies that if you lack autonomy, you don’t have rights. This view lacks truth in it. The argument brought by Cohen is that some humans lack rights, for example, the Senile. The right of someone should be the duty to others. For example, if you have a right to privacy it would be the duty of your neighbour not to interfere with your privacy. In a world where people who have duties and not adhere to them, the people have no rights. It should be noted that the duty of someone does not entail the right of another.

Writing and Descriptive Papers Essay Example for Free

Writing and Descriptive Papers Essay If you do not know anything about descriptive essays you should certainly look for descriptive essay examples, which you can find online, as well as at Professays.com. Why should you look for such examples? Those students with little writing experience can be somewhat puzzled by a descriptive essay. Thus, an essay example will offer much valuable information, regarding both essay form and contents. The first thing you can learn is descriptive essay topics. Then you can pay attention to essay structure and outline. There are also special words and word combination used in descriptive essays. You will learn how to write an introduction and conclusion, as well as how to compose a persuasive essay body. A descriptive essay may be considered one of the simplest although deeply involving essays. It seems that there is nothing easier than writing a description, whether it be a description of a person, an event, a feeling, a thing, or an experience. However at times descriptions may be rather difficult to develop, especially for those writers who have problems with imagination or formulation of their thoughts. A descriptive essay is designed to offer readers involving and vibrant experiences and it has to achieve this goal with the help of observations and expression of feelings and memories but not through simple description of facts. The topic for a descriptive essay may be any, connected with any field or aspect of people’s life, activity, or experience. But while the theme offered or chosen may be simple it is possible to use imagination and contemplate it from an unusual angle. Associations may help in such cases, and unconventional thoughts may allow creation of a very original paper. The theme is to be as narrow as possible – thus the writer will have a possibility of focusing on its detailed and accurate description. Descriptive Essays The structure of such an essay is similar to many others – it should include an introduction, a main part and a conclusion. However there are certain peculiarities which set a descriptive essay apart from other types of written papers. In the introduction there usually is a presentation of the topic of discussion, and here the description evolves from general concepts/feelings/experiences/memories to more specific ones. The main body will include the exact background and a description of the topic the writer wants to discuss. In the process of developing such an essay it is vital to add as many details as possible, to try and express the slightest shades of feelings and emotions – such being the case readers will have a chance to feel the same and see the situation through the eyes of the writer. In the conclusion the description is to be summarized and driven to the logical end in order for readers to see the point of the description. Descriptive essays are not hard to write, but producing one that has all the perfect edges is a task very few can master, besides ProfEssays.com. If your essay has been purchased here, do not shudder with sheer ignorance when somebody questions you about such essays. Here, the aim is to not just provide you with essays that approach the zone of excellence, but to also equip you with a few skills. Firstly, study the essay you have bought for patterns, expressions, and style. This analytical study will inevitably teach you invaluable lessons and techniques. Once you are through with the style, penning factual descriptions will seem like an entertaining creative task. The pleasure that can be derived from sitting down and writing about all that falls in your observations is simply overwhelming. Often, you will have a good enough reason to want to jot down your reflections, even if for simple creative play. Realising this reason will ultimately strengthen your language and imbue it with colourful expressions. Sometimes, if you are too fastidious about your descriptive essay mirroring your perspectives, you may want to individualize your purchased essay with personalized expressions, which is a very positive indication of the interest you take in your work. ProfEssay.com boasts of a staff of well-educated and qualified writers whose work is virtually always compliant of writing styles even if concocted in limited time. Ergo, when you alter or introduce ideas, make sure you do not tamper with the professionalism, the style or the technique adopted. Working haphazardly will mar your presentation and grades. So a quick pointer: a factual description must always:

AIDs :: Free AIDS Essays

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A.I.D.S   Ã‚  Ã‚  Ã‚  Ã‚   Acquired Immune Deficiency Syndrome   Ã‚  Ã‚  Ã‚  Ã‚  A.I.D.S., also known as Acquired Immune Deficiency Syndrome, is a disorder of the body’s immune system. In A.I.D.S. the body stops producing some of its important natural defenses against disease. Victims often die from disease of infections they cannot fight. A.I.D.S is the result of an infection known as HIV, human immunodeficiency virus. A person with HIV gradually loses function of their immune system, becoming less able to fight off common colds and virus, thus eventually leading to death.   Ã‚  Ã‚  Ã‚  Ã‚  HIV was first revealed in the early 80’s in homosexual men. Infection with HIV does not necessarily mean that a person does have A.I.D.S. A person can be HIV positive for years without developing illnesses that are associated with the A.I.D.S. disease. HIV is characterized by a gradual deterioration of the immune system. Cells known as T-Helper cells are disabled and killed during the course of the infection. These cells play an important part in the human body because they signal other cells to perform their special functions.   Ã‚  Ã‚  Ã‚  Ã‚  The AIDS epidemic is growing very rapidly among minority populations and is a leading killer of African American males.   Ã‚  Ã‚  Ã‚  Ã‚  HIV can be transmitted by contact with infected blood, most often by the sharing of drug needles or syringes contaminated with blood containing the virus. The risk of contacting the HIV virus from blood transfusions has decreased since earlier years. Now all donated blood is screened for any signs of the HIV virus. HIV is spread most commonly by having sex with someone who already has the virus. The virus can enter the human body through the lining of the vagina, vulva, penis, rectum, or mouth during sex.   Ã‚  Ã‚  Ã‚  Ã‚  Almost all HIV infected children get the HIV virus from their mothers before or during birth. A drug known as AZT can reduce risk of transmission of the virus from mother to child. The virus can also be transmitted when an HIV infected mother nurses her child with infected milk.   Ã‚  Ã‚  Ã‚  Ã‚  Once HIV enters the body it infects many cell and replicates itself rapidly. Two to four weeks after the person is infected with the virus, they begin to suffer flu-like symptoms. HIV also is spread through contact with infected blood. Before blood was screened for evidence of HIV infection and before heat-treating techniques to destroy HIV in blood products were introduced, HIV was transmitted through transfusions of contaminated blood.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Laboratory studies reveal that saliva has natural properties that limit the power of HIV to infect. Research studies of people infected with HIV have found no evidence that the virus is spread to others through saliva such as by kissing.

Speech: Adolescence and Higher Risk

The amount of teenages getting pregnant around the age of 15-17 is quite concerning . Although most Teenage Pregnancies are unintentional . It still means there are chances of them becoming pregnant. At the same time,Teenage Pregnancies associate with social issues. Finally they come to a time when they need help and support. Well , My name is Taylah and by now you should know my speech will be about Teenage Pregnancy. Firstly most teenage pregnancies are unintentional.Women of all age may have unintended pregnancies , but some groups , such as teens are at a higher risk. A lot of teenagers who become pregnant sometimes wish they weren't . This happens because they either dont want to be parents or they know it's not the right time. By the time they find out they are pregnant they start stressing out because it was never meant to happen and also because they dont want thier parents to know or to find out. Teenage Pregnancies associate with social issues , such as lower educational le vels and higher rates of Poverty.This happens because when they are pregnant they drop out of shcool and just worry about their baby. Although they are unemployed they go on a benefit which is when money is given by the goverment. Why do the young mums still lead a poor life inspite of money given by the goverment ? Well , they lead poor life because they dont think about the future , instead they spend all their money on their child. They don't save up any money and they keep buying things for themselves and their child. Finally they come to a time when they need help and support with their child.They need support with their child so they live a happy life and they need support from their family so that they dint get stressed out and start abusing their baby,and they also need help with buying the right items such as nappies ,food,clothes e. t. c. In conclusion,Teenage Pregnancy need to decrease as it is making NZ look very bad because the rate of Teenage Pregnancy is the highest i n NZ as compared to other countries in the world. In the end I would like to say that teenagers should stay in school and study so that they have a brighter future and can give a very dignified life to their families.

Productive and Counterproductive Behavior Paper

Productive and Counterproductive Behaviors Paper * * University of Phoenix * Instructor Julie Wilson * November 14, 2010 * * * * * * * * * * * * Productive and Counterproductive Behaviors Paper * Organizations strive to achieve one main goal and that is to be productive. No business wants to go under or stay in the same position year after year not growing. One does not have to really know the definition of productive and counterproductive because the word its self say plenty. To me, productive behavior says achieve goals and completing tasks. Counterproductive says just the opposite.This paper will analyze the relationship between productive and counterproductive behavior in organizations. The paper will define productive and counterproductive behavior; describe the impact that productive and counterproductive behaviors have on the job performance and the overall performance of an organization. I will also recommend strategies to increase productive behavior and decrease counterprod uctive behavior in organizations. * Productive behavior is defined as employee behavior that contributes positively to the goals and objectives of the organization (Jex & Britt, 2008).Productive behavior is the type of behavior just about every organization wants to have in their employees. Productive behavior types are those who want to achieve tasks and work great with the other employees to achieve those tasks. Counterproductive behavior can be defined as a type of behavior that goes against the organization in achieving goals. Example of counterproductive behavior is late for work, procrastination on assignments, and not returning on time for breaks so that some one else can take theirs. Productive behavior and counterproductive behavior relate to each other because they involve people. Productive behavior is most likely to have a positive impact on an organization. Productive behavior type employees tend to complete more tasks in shorter time or meet the deadline proposed b y management. Productive behavior affects the organization in accomplishing goals. The organization performance for productive employees will show in maybe revenue. In an organization, counterproductive behavior has a negative impact. The job performance from an employee who has counterproductive behavior shows up poorly in evaluation, tasks, and in revenue.The impact counterproductive behavior has on the organization can affect the organization. A company loses money to pay employee who does no work on the clock. A counterproductive employee can turn productive employees into counterproductive employee because of their lack of motivation some might be influenced easily. * There are many strategies management to increase productive behavior and decrease counterproductive behavior. To increase productive behavior management can reward those employees for their job performance. This will help keep up the motivation for productive employees.By offering incentives, employees will be qui cker to complete tasks in an overall productive and effective manner. To decrease counterproductive behavior, management needs to look at the employees they can help and those who are not up for change. The best solution is just to terminate the employee who is not up for change, so that this behavior does not become contagious. A proficient way to minimize the amount of counterproductive behavior is to make sure that employees understand that there are penalties for nonproductive behavior in an organization.By allowing employees to comprehend the negative effects of counterproductive behavior, an organization is making the fact that a counterproductive behavior is unacceptable aware to the entire employee staff. This should make employees who normally exemplify counterproductive behavior more aware of the negative effect they are having on the organization and that there are consequences for their negativity. * In conclusion, most organizations have two types of behaviors. The type s of behaviors are productive and counterproductive behavior.The two types of behaviors are noticeable in the workplace. The one working, come into work on time, first to arrive last to leave, and excited about work is the employee exemplifying productive behavior. In order for an organization to be successful, management has to choose which behavior to uphold in the work place.References Jex, S. M. , & Britt, T. W. (2008) Organizational Psychology. A Scientist-Practitioner Approach (2nd ed. ). : John Wiley & Sons. * * . * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

Nuclear essays

Nuclear essays Even from the beginning of civilization, mankind has taken nature and the environment totally for granted. Nature was something that was feared, and considered to be God's gift to mankind, and that man can use it as his disposal. Since the earliest civilizations, mankind has chopped down trees, hunted animals, and fished to survive. However, this was necessary for survival, as any animal would need to do. This was in the very beginning, and the world population was low. However, as mankind's population increased, we put more and more of a strain on the earth's environment. Especially during the past several hundred years, mankind has totally ignored the safety and stability of the earth. During the industrial revolution, the mass manufacturing of products became more and more efficient as the demand became more nad more efficient; however, in order to do this, many factories had to be made. People dumped toxins into rivers. They chopped down and cleared massive stretches of forests. These factories not only manufactured goods but pumped out pollutants at alarming rates. Those that continued to ruin and decimate the health of the environment were totally blind to their actions, and had even less knowledge of the consequences of them. Despite this, in recent years people have become aware that the environment is in danger, and are taking action to remedy what was done in the past and to prevent further harm to the environment. As a result, many peope are finally beginning to realize that mankind cannot dominate and control nature, but must cooperate with it in order to survive. Even in recent years, there are many concerns that threaten our world. The explosion of population growth around the world has introduced many new problems, many of them currently without solutions. The containment of both water and soil has become a major concern. Sewage and other dangerous toxins have polluted our lakes, rivers and oceans; many of these ...

Teaching English Classroom Management Skills H1

Teaching English Classroom Management Skills H1 Classroom management in the ESL / EFL classroom can be challenging at times because of a number of variables in English classroom management. However, one key element of classroom management remains the same: The desire to communicate in English. This article discusses the challenges of classroom management that occur in one form or another in most ESL / EFL settings. Also provided are a number of suggestions to deal with these issues. There is also an opportunity for teachers to learn from each other by contributing your own experiences in classroom management, as well as tips for effective classroom management. Classroom Management Challenges Common to Most ESL / EFL Settings 1. Classroom Management Challenge: Students find it difficult to participate because they dont want to make a mistake. Classroom Management Tips: Give examples in (one of) the native languages of the students. Youre sure to make some mistakes and use this as an example of willingness to make mistakes. This classroom management technique should be used with care because some students might wonder at your own language learning capabilities. Break students up into smaller groups rather than conducting discussions as a large group. This approach can lead to more classroom management issues if the classes are large - use with care! 2. Classroom Management Challenge: Students insist on translating every word. Classroom Management Tips: Take a text with some nonsense words. Use this text to illustrate how you can discern general meaning without having to exactly know each and every word. Conduct some consciousness raising about the importance of context to language learning. You can also discuss how babies absorb language over time. 3. Classroom Management Challenge: Students insist on being corrected for each and every mistake. Classroom Management Tips: Establish a policy of correcting only those mistakes that are relevant to the current lesson. In other words, if you are studying the present perfect in that particular lesson, you will only correct mistakes made in present perfect usage. Establish a policy of certain activities which are correction free. This needs to be a class rule so that students dont begin correcting each other. In this case, youll have another classroom management issue on your hands. 4. Classroom Management Challenge: Students have varying levels of commitment. Classroom Management Tips: Discuss course objectives, expectations and homework policies at the beginning of each new class. Adult learners who feel this is too demanding can make their objections known during this discussion. Do not go back and repeat information from previous lessons for individuals. If you need to do a review, make sure that the review is done as a class activity with the objective of helping the entire class. Adult English Classes - Learners Speaking the Same Language 1. Classroom Management Challenge: Students speak in their own language during class. Classroom Management Tips: Use a donation jar. Each time a student speaks a phrase in his / her own language, they contribute to the fund. Later, the class can go out together using the money. Give students some of their own medicine and shortly instruct in another language. Make a point of the distraction this causes in class. 2. Classroom Management Challenge: Students insist on translating each phrase into their own tongue. Classroom Management Tips: Remind students that translating places a third person in the way. Instead of communicating directly, each time you translate into your own language you need to go to a third party in your head. There is no way you can keep up a conversation for any length of time using this technique. Take a text with some nonsense words. Use this text to illustrate how you can discern general meaning without having to exactly know each and every word. Conduct some consciousness raising about the importance of context to language learning. You can also discuss how babies absorb language over time.

Fame asylum Essay Example | Topics and Well Written Essays - 750 words

Fame asylum - Essay Example With only 2 weeks to teach his band how to sing in English, get them to learn how to dance, and get them whipped into perfect condition for their London South Bank performance. After an exhaustive search, his band â€Å"Asylum† was finally formed. Its members were David, Long, and Aaron. Now. lets get to meet the band members and their reason for seeking asylum. David is a just a simple Nigerian who has problems with commitment. Originally from Nigeria, he came to the UK 2 years ago after his mother died and he was hounded out of his village. He is currently a resident of Birmingham. He feels like the church is his life and his life will end if the church is taken away from him. This is a connection he developed because it was his church that helped him flee persecution in his village by giving him a chance to come to England. He never knew his father and he has no relatives in the UK so he took a huge chance in coming over to the new world where he would have to overcome loneliness. He never thought about going back to Nigeria despite the loneliness because he wanted to stay away from that sad area of his past. With only $5 to spend on food and clothing everyday, he leads the hard life but he is quite happy with his current lot in life. As Richard put it, â€Å"Things must be pretty bad at home for him if he considers this an improvement. † Long on the other hand, left Vietnam 3 years ago (at the time of filming) with his father who was trying to escape the repercussions of being a political dissident in his home country. They traveled across Asia and Europe in a lorry in order to make their way away from Vietnam. The father and son were separated during their journey and Long found himself quite alone in the UK, never again having heard of or seen his father since the traffickers separated them during the trip. What keeps him going everyday is the hope that he will be allowed to stay legally in the UK

Education Literature Questions Assignment Example | Topics and Well Written Essays - 1000 words

Education Literature Questions - Assignment Example A well planned and methodological teaching incorporates all the relevant information and beyond. It is also thought provoking and interactive to incite thinking and application aptitude in the students. In today's' scenario where an exponential rise in technology is mounting, freedom must be given to students to come up with their thoughts and views. Such a balance between structural framework and innovative thoughts, coming out of freedom or open discussion is important not only for local knowledge but also for public knowledge. A constant interaction with the students enhances teaching skill of the teacher as well (as in the case of Crouse). 2) How was the knowledge created or generated? According to Crouse, students and teacher work together in a manner to formulate a curriculum. It is a phase of learning for both, the teacher as well as the student, where the teacher understands how to enhance skills in order to generate better understanding in students while the children enrich their understanding towards the subject. Teacher could improve teaching by being thoughtful and by finding out ways where students grasp and learn well. Appropriate teaching methodology, clear, coherent and lucid explanation generates understanding for the subject. However, in order to impart appropriate knowledge to the students it is essential that the teacher must recognize their level of understanding and awareness of students. Moreover, a psychological implication is also essential. One parameter of classroom research cannot be implemented in diverse cultural environments, as culture of the geographical region also plays an imperative role in classroom studies. Some of the developing nations do not promote interactive studies which hampers the cognitive development of the students and potential and skills of the students remain underdeveloped. The cultural background of some nations of Asia do not promote female education. Thus, females in these nations remain underprivileged a nd contribute little to the growth and progress of their children and hence the nation. Generating understanding, awareness and knowledge therefore, directly relates and depicts cultural predisposition which plays pivotal role in knowledge creation and generation. 3) Was it shared with other practitioners? How? Crouse appears to consider knowledge generation as both the rationale of education and theme of her own research and shared these ideas with various researchers including Marilyn Cochran-Smith (2010). With the technological advances and availability of resources, internet accessibility, awareness is generated at a rapid pace. Findings in education, research and technology could be easily shared across the world. The world is now connected and sharing information is just a click away. B. Topic:- Classroom Studies: Why it should be counted as research? Ref. Lytle, S.L., Cochran-Smith, M. (1992). Teacher research as a Way of Knowing. Harvard Educational Review,62(4), 447- 474. C lassroom teaching involves direct interaction between teacher and the students, a face-to-face interaction. During this interaction the expression and explanation of the teacher is of paramount significance. The depth of knowledge of the teacher and explicit explanation needs constant