Free Essays on Monarchy

constitutionalism The seventeenth century, which witnessed the development of absolute monarchy, also saw the appearance of the constitutional state. While France solved the question of sovereignty with the absolutist state, England evolved toward the constitutional state. If we could assign a very simple definition of the term of the term constitutionalism, it would be the limitation of government by law. Constitutionalism implies a very delicate balance between the authority and power of government, on the one hand, and the rights and liberties of the subjects, on the other. In essence, the law is embodied by a set of precepts and principles – a constitution. A nation’s constitution may be written or unwritten. It may be embodied in one basic document, occasionally revised by amendment or judicial decision, like the Constitution of the United States. It also may be partly written and partly unwritten and include parliamentary statutes, judicial decisions, and a body of traditional proc edures and practices (like the English constitution). Regardless of whether it is written or unwritten, a constitution gets its binding force from the government’s acknowledgment that it must respect that constitution – that is, that the state must govern according to the laws. Likewise, in this state, the people look on the laws and the constitution as the protector of their rights, liberty, and property. Modern constitutional governments may take either a republican or a monarchical form. In a constitutional republic, the sovereign power resides in the electorate and is exercised by the electorate’s representatives. In a constitutional monarchy, a king or queen serves as the head of state and possesses some residual political authority, but again the ultimate, or sovereign, power rests in the electorate. The constitutional government at this time period has sometimes been perceived to be the same as the democratic form. However, such is d... Free Essays on Monarchy Free Essays on Monarchy constitutionalism The seventeenth century, which witnessed the development of absolute monarchy, also saw the appearance of the constitutional state. While France solved the question of sovereignty with the absolutist state, England evolved toward the constitutional state. If we could assign a very simple definition of the term of the term constitutionalism, it would be the limitation of government by law. Constitutionalism implies a very delicate balance between the authority and power of government, on the one hand, and the rights and liberties of the subjects, on the other. In essence, the law is embodied by a set of precepts and principles – a constitution. A nation’s constitution may be written or unwritten. It may be embodied in one basic document, occasionally revised by amendment or judicial decision, like the Constitution of the United States. It also may be partly written and partly unwritten and include parliamentary statutes, judicial decisions, and a body of traditional proc edures and practices (like the English constitution). Regardless of whether it is written or unwritten, a constitution gets its binding force from the government’s acknowledgment that it must respect that constitution – that is, that the state must govern according to the laws. Likewise, in this state, the people look on the laws and the constitution as the protector of their rights, liberty, and property. Modern constitutional governments may take either a republican or a monarchical form. In a constitutional republic, the sovereign power resides in the electorate and is exercised by the electorate’s representatives. In a constitutional monarchy, a king or queen serves as the head of state and possesses some residual political authority, but again the ultimate, or sovereign, power rests in the electorate. The constitutional government at this time period has sometimes been perceived to be the same as the democratic form. However, such is d...

5 Reasons Not to Homeschool Your Child

5 Reasons Not to Homeschool Your Child If you’re considering home education, it’s important to weigh the pros and cons of homeschooling seriously. While there are many positive reasons to homeschool, it isn’t the best fit for every family. Consider the following five reasons to not homeschool to help you carefully examine your personal motives and available resources before making this decision. Sometimes a lack of personal motivation is revealed when potential homeschooling parents consider their curriculum choices. They don’t want their children in public school for a variety of reasons, but they also don’t really want to take on the responsibility for their childrens education. I’m looking for something he can do on his own, they say or, â€Å"I’m just too busy to spend a lot of time on this.† 1. Husband and Wife Are Not in Agreement About Homeschooling No matter how much you want to home educate your children, it will not work for your family if you don’t have your spouse’s support. You may be the one preparing and teaching the lessons, but you will need the support of your husband  (or wife), both emotionally and financially. Also, your children will be much less likely to cooperate if they don’t sense a united front from mom and dad. If your spouse is unsure about homeschooling, consider the possibility of a trial year. Then, look for ways to get the non-teaching parent involved so that he sees the benefits firsthand. 2. You Haven’t Taken the Time to Count the Cost There are obvious financial costs of homeschooling, but many would-be homeschooling parents dont consider the personal cost. Don’t  rush into the decision to homeschool  because your friends are doing it, or because it sounds like fun. (Even though it can definitely be a lot of fun!). You must have a personal conviction and commitment that will carry you through the days when you want to pull your hair out. For the sake of your family, your reasoning must supersede your emotions. 3. You Are Not Willing to Learn Patience and Perseverance Homeschooling is a personal sacrifice of time and energy based on love. It takes careful planning and a willingness to go the distance. You will not have the luxury of allowing your feelings to dictate whether or to not to homeschool on a particular day. As time goes on, you will be stretched, challenged, and discouraged. You will doubt yourself, your choices, and your sanity. Those thoughts and emotions seem to be universal among homeschooling parents. You don’t have to have superhuman patience to begin homeschooling, but you do have to be willing to develop patience, with both yourself and your children. 4. You Are Unable or Unwilling to Live on One Income To give your children the kind of education they deserve, you will probably need to plan on being home full-time. Often the teaching parent who tries to work while homeschooling finds herself stretched in too many directions and tends to burn out. If you are planning to hold even a part-time job while teaching school, especially K-6, you may be better off choosing to not homeschool. When your children are older, they are more likely to be more independent and self-disciplined in their studies, allowing the teaching parent to consider working outside the home. Carefully consider with your spouse what changes are necessary to make your school a priority. If you must homeschool and work outside the home, there are ways to do so successfully. Talk with your partner and potential caregivers to develop a plan to make it work. 5. You Are Not Willing to Be Involved in Your Children’s Education If your current idea of home educating is choosing a curriculum that your children can do by themselves while you monitor their progress from a distance, you may want to consider not homeschooling. That scenario might work depending on how independent a learner each child is, but even if they can handle it, you will be missing out on so much. That doesnt mean never using workbooks; some children love them. Workbooks can be beneficial for independent study when you are teaching multiple children at different levels. However, homeschooling parents who plan hands-on activities to blend into their daily lessons and learn alongside their children often find their own thirst for knowledge rekindled. They are enthusiastic and passionate about influencing their children’s lives,  giving them a love of learning, and creating a learning-rich environment, which should be one of the ultimate goals of home education. These points are not intended to discourage you completely. However, it is vital that you seriously consider the impact that choosing to homeschool will have on you and your family. It’s essential to have a realistic idea of what you’ll be getting into before you start. If the timing and circumstances arent right for your family, its okay to choose to not homeschool! Updated by Kris Bales

Juvenile crime prevention Assignment Example | Topics and Well Written Essays - 500 words

Juvenile crime prevention - Assignment Example LifeSkills ® Training is a classroom-based prevention program which is aimed at reducing the consumption of tobacco, alcohol and drugs by young people aged 11-18 (Crime Solutions, 2014). The program is appropriate for both genders. The content of the program meets the demands of white population only. The content of the program has several important aims. It promotes healthy lifestyle, teaches student social and personal skills which can be helpful and provides a good background for social resistance to unhealthy behavior. The program has 5 components which include self-improvement, coping with anxiety, decision-making, social skills training and cognitive components. Stress on these 5 components influences young people complexly. After the program cigarette, alcohol and drug use among students drops. They become aware about the consequences of their actions and can resist peer-pressure which is common in any community (Crime Solutions, 2014). The National Health Promotion Associat es   provides appropriate training for all people who want to participate in this program in their community.   Positive outcomes of the program make it very popular in different educational establishments for youth. These two programs are different in their content, target audience and strategies. LifeSkills ® increases awareness among youth and teaches them t make right choices in their lives. Both programs are proved to be effective in juvenile justice for crime and delinquency prevention (Crime Solutions, 2014).

Sweatshops And Violation Of Human Rights Essay Example | Topics and Well Written Essays - 1250 words

Sweatshops And Violation Of Human Rights - Essay Example The opponents of sweatshops argue that under no circumstance, the rights and dignity of human beings should be violated by exploiting poor people’s labor and forcing them to work under dangerous conditions at low wages. On the other hand, proponents assert that without jobs in sweatshops, there are only far worse alternatives such as prostitution, crime, or even starvation. Are sweatshops and slave labor acceptable or even justifiable? In most ways, considering moral judgments, the answer would be a conclusive no; however, it also depends on the economic and cultural contexts of individuals and countries, making it acceptable in some ways. Stopping the poorest people from working in dangerous environments as an excuse for protecting them from low wages, hazardous circumstances, and abuses are not the ultimate solution for them; instead, they should be provided with better choices and alternatives that would eventually allow them and their country to stand on their own feet. When it comes to the matter of slave labor or sweatshops, it is difficult to determine precisely what sweatshops actually mean. The U.S. General Accounting Office defines a sweatshop as â€Å"an employer that violates more than one federal or state law governing minimum wage and overtime, child labor, industrial homework, occupational safety and health, workers compensation, or industry regulation.† However, it seems very unreasonable and unrealistic to apply this standard to people in poor countries, as they have a very low standard of living and are desperately in need of jobs to sustain their daily livelihood. Hence, it is vital to understand the concept of sweatshops from their point of view, to ascertain what they actually need to survive, and what can practically benefit them in the long term. Opponents of sweatshops believe that buying products from sweatshops is immoral.

The Spread of Religions Essay Example for Free

The Spread of Religions Essay Religion has played a fundamental role in shaping today’s history. Much of recent history in the Western hemisphere has been heavily influenced by Christianity and all that religion offers. Whilst in the Eastern hemisphere, Buddhism is one of the dominating religions. The spread of these religions have impacted many regions socially, economically, and/or politically. When the word Christianity is said, the things that come to mind for several people are church and God. Many people have heavily influenced the awakening of this religion and the way it was spread. Cortes played a pivotal role in the spread of Christianity in Mexico. The emperor of the Aztecs at that time allowed Cortes to speak to the people about Jesus Christ and his ways. Cortes instructed the people in the law of Christ. This region was heavily impacted socially because they were introduced to something new that they had never heard about and now they were asked to follow what was said. In 1519, Cortes and his men easily conquered the Aztecs helping them in the spread of Christianity (Document 3). Document 5 talks about a huge part of what the Christian religion is about, Church. The Church at that time played an important economic role as a circulator of money. The Church was a supplier of social services and helped as many people as they could in all ways. The Church was a provider of education, health care and poor relief to the general population. Christianity traveled across great distances bringing different ideas between regions. The spread of Buddhism was aided by trade, but it was the Buddhist Monks who truly spread this religion to many different regions. The Monks spread Buddhism using a very smart strategy. They traveled around for the welfare of the people. Buddhist missions were not large and well organized, and instead they took the form of Monks traveling the land spreading the religion. These Monks spread their ideas along with the traders and royal emissaries. â€Å"According to traditional accounts, the first foreign mission was to the island of Sri Lanka† (Document 7). Document 8 talks about the high period of Chinese influence in Japan which was heavily marked by Buddhism itself. Japan was divided into two parts due to the heavy impact Buddhism caused in Japan. The impact of Buddhism in Japan came to play three ajor roles, it brought a new system of beliefs, brought Chinese civilization, and it became a strong force in Japan’s political affairs. The Japanese people rapidly accommodated Buddhism along with their indigenous Shinto beliefs. Buddhism helped to foster harmony within the country. Many of the world religions today that have been introduced to other cultures have flourished, gaining the â€Å"vote† of several different people. So based on this essay, you can concluded that Christianity and Buddhism have truly changed the social, political, and economical aspects of several different regions.

Our Own Words: A Studentss Guide to First-Year Writing Essay -- Perso

Our Own Words: A Students's Guide to First-Year Writing I was born in Bulgaria, the Land of Roses, a â€Å"Wonderland† amongst others in Eastern Europe. After living there for eight years under the influence of communism, my family and I were eager to depart and head for America - â€Å" The Land of Opportunity.† The adjustments I had to make to my unknown surroundings in the United States were not easy or pleasant. My number one priority was to continue my education and, without hesitation, I was quickly enrolled in an English speaking elementary school. Aside from enduring scrutiny from my classmates, my toughest engagement was conquering the English language. I did not know the simplest words and, in fact, began by learning the totally unfamiliar English alphabet. I believe that my contempt for writing was influenced twelve years ago by my arrival in a foreign country with a bizarre and confusing language. After all, how can a language that consists of twenty-six letters incorporate millions upon millions of words? Because English was not native to me, I had to struggle to overcome the language barrier throughout my elementary school years. Most of my time was spent mastering the language itself and, in doing so, I missed out on the basic writing techniques that most American students were learning. While I was learning my ABC’s, they were introduced to the idea of expanding their vocabulary, increasing their use of proper punctuation and adapting to the â€Å"correct† way of spelling simple words. On the other hand, I was still trying to remember the meanings of elementary vocabulary words like library, wheelchair, and of course how could I forget, the difference between â€Å"redâ€Å" and â€Å"readâ€Å". Even the most si... ...ple who are successful not because of their intelligence level, but because of their HARD WORK. I consider myself to be one of those hard working individuals and although I am not the â€Å"prime â€Å" example of success, I do hope that younger generations can look up to me and realize that success comes with a lot of hard work! It doesn’t come easy and sacrifices often have to be made. Looking ahead at my future, I am not sorry to see that writing will play a major role in my lifestyle. As a television broadcaster, I am going to be utilizing writing on a daily basis, but for some reason that doesn’t bother me as much as I expected it to. Maybe I am finally outgrowing this stage of detestation and realizing the positive impact writing can have on my surroundings and me. I hope that, one day, my writing will reach a level that can change society for the better.

Images to Text

Also, the e-governance model is not so strong and hence to ensure compliance and to avoid unnecessary litigation with the various government legislations across countries, companies main overcautious in their approach leading to â€Å"death by paper Most Back-end systems are fairly automated and where the transactions are electronically processed the STEP rates are Increasing day to day. While there Is a focus on STEP and targets set to minimize paper usage there Is still considerable amount of manual work in terms of form filling, Applications for Mutual Funds, Telecoms, Credit Cards etc†¦Manual Processing of Application Forms from multiple Customers is a laborious/time- consuming and highs process. Even though the OCCUR technology has been in vogue he accuracy rates of conversion of manual handwritten Information to text are extremely low and hence Industry acceptance has been low as it adds to the risk and complexity of the transactions. These are confidential information an d cannot be shredded publicly or stored without proper controls / documentation.The Companies these days have a dual blow hit on the bottom lines – archival of soft copies and archival of the papers as most auditors world wide continue to remain paper based and it adds as a â€Å"comfort† to the Top Management. There is a significant Operational Risk for any manual function right from reanimating the paper to the execution of the operation. Several errors occur while reproducing the information from paper to system. Generally the errors seem as Common Sense in hindsight but with the huge volumes and extremely stringent cut- offs human lapses are bound to happen.More the number of fields, operation required – greater the probability of errors to occur. It has been seen that multiple levels of control (Maker, Checker, Authorizer etc†¦ ) are still not sufficient to capture such errors. Simple Illustration This is a simple redemption form which is generally man ually submitted to: Tat's front office 0 Back office of the TA 0 Settlements team 0 Payments team Found Accounting team – The Application is generally printed tallest times by different teams. Duplication of data fields across various teams – There are tallest 2 checklists printed for each form – Minimum of 12 to 15 data fields are to be input in the system manually by looking at the form About (Image To Data) â€Å"IT'D† Tool IT'D Tool is an Application/Utility for processing of Images (. PDF, Jpg, Jeep) / scanned images and converting them to data. The data converted is stored in database which can be integrated to the Transaction Processing system.Algorithms to scan the Application Form Image to ASCII Format Representation which is further processed in Java for normal/plain text conversion and subsequently stored into the Database (Oracle/ MYSELF) IT'D provisions global configuration settings to externalities the dependencies involved in processing and storing the Application Form Data Proposed Model Define Analyze Analyses Content Required Fields a. Standardization Forms Identification of b. Fields Definition Fields computerized text with I'. Fields with Manual Text iii.Barrowed / OCCUR fields Identifying which information / fields are elevate for processing Extract Automate Content Extraction Process Automation a. Extract the requisite fields in text / editable data format using â€Å"IT'D Tool† developed by NICE b. Determining how much the text is computerized / manual c. Identifying fields which have to remain as images only for cross-verification e. G. Signature b. Since accuracy cannot be 100% guaranteed the process SHOULD continue to follow the Maker / Checker process a. Convert data extracted to XML for c.v. for upload purposes b.Interface to be created for Integration with Transaction Processing System c. Workflow to be designed based on the success percentage of data conversion d. Logical Access Controls validate d Overview of Architecture Application Form Scanning Imaginative Engine Send Processed Form Data to DB Store Scanned Enterprise Architecture Integration (EAI) Automatic Integration Capability with any other legacy systems External Systems / Databases oracle/MYSELF Benefits Productivity: We expect the product to deliver results with over 80% accuracy.This would mean a significant cycle time reduction and the company should be able to reduce manpower by tallest 40% in the first year of implementation Risk Management: Without dilution of controls the manual intervention is reduced by over 80%. The team will be provided with a dashboard of exceptions which will highlight potential areas of errors. â€Å"Management by Exception† Scalability: Increased volumes do not correspond to increase in man-power cost.On-boarding of any new volumes / client would be a cake walk Client Delight: With lower manual intervention TAT would improve significantly thereby significantly improving the T imeliness and delighting the client with â€Å"Early to Market† reports Go Green: The entire process including Checklists can be based in the system hereby doing away with print-outs and their associated costs / maintenance issues.We would be contributing our bit to protect the environment Placement Services Statutory Compliance COMA, MOM Executive Education, CA Flexi-staffing Payroll Processing Soft Skills, Personality Development Trainings Start up Hiring Organizational Structuring Manufacturing Top Line Improvement Project Report / Funding Risk Based Internal Audit Credentials Verification Finance, Risk Management and Audits Programs for Educational Institute Statistical ProcessControl Advisory Software Marketing Software Support Accounting Services Funding & Business Plans Compliance Monitoring Software Development Indirect Taxation & International Non-Resident Taxation Application Development Software Maintenance Networking Support Identifying the Type of Registration Re gistration across various Acts Management and Legal Consultancy Functional Testing Non-functional Testing Core Services Performance Engineering Corporate Synopsis Our Organizational behavior and Management Strategy to achieve our Vision Focused Actions

How To Improve Student Learning Education Essay

Recently, the subject of how to better pupil acquisition has been of considerable involvement in the administrative and academic community. There is besides considerable treatment about the importance of assignments, prep, quizzes, and trials as it relates to student acquisition ( Smith, Zsidisin, & A ; Adams 2005 ) . This concern for assignments, quizzes, trials, and how to guarantee pupils are maximising their authorship, is the foundation for this survey. For many parents, pedagogues, and teachers, frequent quizzes are an seemingly infallible prescription for bettering pupil public presentation ( Finn & A ; Achilles 2003 ) . As Hughes ( 2003 ) states that the consequence of proving on instruction and acquisition is known as a wash back consequence ; and it can be harmful or good. If a trial is regarded as of import and the bets are high, readying for it can rule all instruction and acquisition activities. Furthermore, he noted that wash back can be viewed as portion of something more general- the impact of appraisal. The impact in educational measuring is non limited to the consequence of appraisal on acquisition and instruction but extends to the manner in which assessment affects society as a whole. Celce-Murcia ( 2001 ) asserted that the ability to show thoughts in composing in a 2nd or foreign linguistic communication and to make with sensible coherency and truth is a major accomplishment. So this paper addresses the impact of constructed- response and selected- response quizzes as scheme for advancing pupil composing accomplishments. University teachers confine themselves largely to multiple- pick or selected- response trial as a concluding scrutiny for the interest of objectiveness ( Brown 2001 ) . That is, the function of frequent disposal of constructed- response quizzes in which the pupil must supply the correct reply, whether in a word, sentence, or try signifier and selected- response quizzes is someway neglected in universities. It might be that fixing selected- response and constructed- response quizzes is more demanding on teachers, need strict marking, and evaluation and administrating of these trials might every bit will be more hard, clip consuming, and debatable. But constructed- response quizzes in which pupils ‘ responses consist of the production of linguistic communication sample may be helpful to EFL productive public presentation. As research workers such as Mirhassani & A ; Rahimipour ( 2003 ) claim that about all Persian teachers confine themselves to mid-term and concluding scrutinies and all classroom- based trials in our state ( Iran ) are based largely on distinct point points. Besides the consequences of surveies such as Gary ( 1972 ) and Arrasmith, Sheehan & A ; Applebaum ( 1984 ) reenforce the demand for farther research in the function of proving in measuring and advancing pupils larning and believing. So the chief consideration in this research will be whether the perennial disposal of quizzes affects the abilities of Persian EFL scholars ‘ public presentation and particularly their formal organisation in general authorship accomplishments.Reappraisal of LiteratureInterest in how to better pupil acquisition is non new. It is a cosmopolitan concern among parents, pedagogues, teachers, and decision makers of educational establishments. It is by and large assumed that quizzes and trials are a req uirement for a successful completion of class plants. In pattern, co-worker and university teachers list regulations and guidelines related to quizzes and trials outlooks for pupils ( Felix 2005 ) . He considers quizzes and trials to be the pupil ‘s duty and he/she is expected to take all quizzes, trials, and complete all assignments. Geist & A ; Soehren ( 1997 ) besides investigated the effects of frequent quizzes on dental pupil public presentation in a class on introductory radiology. Consequences indicated that the group with frequent quizzes performs significantly better on mid-term and concluding scrutinies than the control group. In relation to the surveies of frequent quizzing and public presentation, they conclude that frequent quizzes had a good and important influence on pupil public presentation and claim that the positive effects on public presentation increased as quizzes increased. Therefore, they further found that the positive affair for academic public presentation, and learning had an influential independent consequence on acquisition. Freilich ( 1989 ) examined the impacts of frequent testing on pupil public presentation in a general chemical science class. He found that quizzes were a determiner of pupil public presentation. These surveies clearly suggest there is added value to pupils who take quizzes. If pupils who take quizzes outperform those who experienced no quizzes, it seems sensible to reason that something is happening as a consequence of pupils who were exposed to test. Therefore, the research workers hypothesized that pupils with hebdomadal quizzes, non merely execute better on trials but besides learn more. Gary ( 1972 ) in relation to the consequence of frequent quizzes disposal on illative thought made a research with indiscriminately selected groups. The first group took eight hebdomadal quizzes necessitating pupils to remember declared facts while the 2nd group took hebdomadally quizzes necessitating pupils to pull illations about political involvements of several spiritual, economic, and geographic groups. Four trials were administered at the terminal of this intervention period. Consequence showed that frequent quizzes disposal affect significantly the scholars ‘ public presentation. Study of Tuckman ( 2008 ) shows that frequent proving provides incentive motives. Frequently tried pupils outperform other pupils on scrutinies. He mentions that what it might be drove a pupil to acquire information into long- term memory are trials. Trials motivate pupils because they create the chance or necessity to accomplish success or avoid failure. In that manner, trials provide an inducement to larn and they are a beginning of incentive motive. The overall consequences clearly showed that the frequent trials enhanced motive for pupils who have typically performed ill to acquire content into long- term memory instead than simply aiming for them what to analyze. Weekly, in-class quizzes are based on some proving specializer such as Ruscio ( 2001 ) and Wilder, Flood & A ; Stomsnes ( 2001 ) have been associated with positive larning outcomes including increased pupil accomplishment attending, and assurance. Their survey shows that frequent quizzes reportedly maintain pupil survey attempt and advance class battle. The research literature, nevertheless, does non nem con back up the achievement benefits of quizzes. For illustration, Haberyan ( 2003 ) provided two subdivisions of general biological science pupils with hebdomadal in- category quizzes ; two tantamount subdivisions did non entree quizzes. Although pupils rated the quizzes favourably and believed that they were helpful in fixing for in- category scrutiny, there were no important accomplishment differences across subdivisions. Kluger & A ; Denisi ( 1997 ) conducted a meta- analysis on feedback intercessions, including quizzes, and concluded that such feedback does non ever heighten lea rner public presentation and may, in some instances, have damaging effects. Bryan ( 1998 ) conducted a research on factors lending to a decrease in race based subgroup differences on a constructed- response paper and pencil trial of accomplishment. Consequences showed that the constructed- response trial format may be a feasible option to the traditional multiple- pick format in predicators of occupation public presentation and at the same time cut down subgroup differences and subsequent inauspicious impact on trials of cognition, accomplishment, ability, and accomplishment. However, extra research is needed to further show the rightness of the constructed- response format as an option to traditional testing methods. Chowdhury, Al-share & A ; Miller ( 2005 ) express that in an epoch characterized by speed uping technological alteration, increasing economic uncertainness, low pupil accomplishment, and turning demand for answerability, educational establishments are challenged to fix pupils to work successfully in their chosen callings in the universe. They believe hebdomadal quizzes and their reappraisals, it is easier for an teacher to cognize earlier on how good the pupils understand each talk or construct and that is best larning when the teacher actively engages or involves pupils to larn by making the quizzes. In mensurating composing abilities Harris ( 1996 ) discussed that, examiner may be sensitive to grammatical forms appropriate to the written accomplishment and we know that many pupils may neglect to utilize such forms. Therefore, if our trial is to hold relevancy and cogency it should incorporate the sorts of formal grammatical points by which the pupils will later be judged in real- life state of affairs. Such sort of formal organisational forms that might include in our trials of composing accomplishments are subject- verb understanding, structural correspondence, comparing of adjectives, formation of adverbs, formation of irregular verbs, and so forth. Therefore, with respect to larning benefits of quizzes, research findings have been contradictory and therefore inconclusive. Brothen & A ; Wambach ( 2001 ) , describe a developmental psychological science class in which pupils had entree to computerise quizzes as tools to fix for proctored scrutinies. Their consequences indicated that passing more clip taking quizzes and taking them more times was related to hapless exam public presentation. They province that a possible account for this consequence is that pupils used the text edition to reply quiz points and mistakenly interpreted high quiz tonss as declarative mood of content command. Grabe & A ; Sigler ( 2001 ) , on the other manus, provided pupils with four online survey tools ; multiple- pick pattern trial points, short reply pattern trial points, talk notes, and text edition notes. Students often accessed multiple- pick pattern trial points ; no information was provided on the usage of short reply inquiries because really few pupils made usage of this resource. Students who made usage of the tools academically outperformed those who did non. Mirhassani and Rahimipour ( 2003 ) studied the relationship between quiz, frequence of disposal, and Persian EFL scholars ‘ public presentation on summational accomplishment trials. Their survey showed that completion quizzes with 10 times frequence of disposal work better with the betterment of Persian EFL scholars ‘ public presentation on summational accomplishment trials. They stated that the more pupils receive quizzes on the content of the book taught, the more they learn the stuffs taught in deepness.Methodology1. ParticipantsThe survey is conducted at Islamic Azad university of Dehloran. Sixty male and female pupils within the age scope of 18 to 20 took portion in this research. They were chosen among sophomore pupils based on non- random convenient trying method. They all major in package computing machine technology and were all native talkers of Persian. To guarantee whether the participants were homogenous, a linguistic communication proficiency trial ( Fowler & A ; Coe 1976 ) was administered as a pre- trial. Then, the pupils were indiscriminately divided into two groups, and each group included 30 pupils.2. InstrumentalityThree instruments were used in this survey. Their dependability coefficients were estimated based on KR- 21 expression. The first instrument was a general linguistic communication proficiency trial ( Fowler & A ; Coe 1976 ) in order to happen out lingual abilities of participants. Its ‘ dependability coefficient was calculated by KR-21 expression as ( r= .79 ) . The 2nd 1 was 10 quizzes of constructed- response points as intervention in the survey. Last 1s, was a parallel validated summational accomplishment trial administered as a post- trial in order to look into out the effects of the research variable.3. ProcedureAt the beginning, a general linguistic communication proficiency trial ( Appendix A ) was given to 115 package computing machine technology pupils ( i.e. , 48 males and 67 females in Islamic Azad uni versity of Dehloran ) who were invited to take this trial as a pre- trial in this survey. This trial included 50 multiple-choice points which was adapted by the research worker in conformity with an reliable testing book written by Fowler and Coe ( 1976 ) . After roll uping informations, the responses of participants were analyzed. Then 60 pupils whose public presentation ranged from one standard divergence above and one below the mean were chosen for this survey. Over a 12 hebdomad period, a autumn semester in 2008, the first group received constructed- response quizzes, and the control group served as the control group to formalize this survey. Over all, experimental group received ten quizzes which lasted about 10-15 proceedingss, during 10 hebdomads. The first hebdomad was spent on the account of process and besides participants were asked to go to and take a linguistic communication proficiency trial ( Fowler & A ; Coe 1976 ) . From the 2nd hebdomad till the terminal of the term the participants took hebdomadal quizzes. Following each subdivision, pupils ‘ quizzes were collected and graded by the research worker, and they were informed that the norm of their classs on these quizzes of general English book would number toward their concluding class every bit much as one of the major class scrutinies. At the terminal of the term, participants were given a parallel summational achievement trial in order to mensurate the grade of the li nguistic communication scholars ‘ success in the formal organisation in general authorship accomplishments.Datas AnalysisAt the beginning, the pupils ‘ tonss on pre- trial were obtained so descriptive statistics, mean and standard divergence of each group, were calculated. Consequences indicated that the agencies for these groups were similar. Table 1 is a study of pre- trial which was administered as the homogeneousness trial. The mean scores showed that the groups did non much differ in relation to their background cognition. The low criterion divergence signifies that the pupils ‘ public presentations were really near to each other. In other words, their average tonss showed no important differences. Table 1. Descriptive statistics of pre- trialGroupsNitrogenMinimumMaximumMeanSouth dakotaControl 30 2 7 4.8333 1.5264 Constructed 30 2 7 4.5000 1.6552 Entire 60 2 7 4.6666 1.5908 At the terminal of the term, a parallel summational achievement trial was administered to the pupils. Table 2 shows the post- trial consequences descriptively. Table 2. Descriptive statistics of post- trialGroupsNitrogenMinimumMaximumMeanSouth dakotaControl 30 2 9 5.7333 2.1642 Constructed 30 10 17 13.1666 1.8000 Entire 60 6 13 9.4499 1.9821 Consequences showed that the pupils ‘ public presentation in the concluding scrutinies were drastically different. Therefore, their average tonss were significantly different comparing to each other. Table 3 compares the public presentation of the groups by T-test. Table 3. T-test for the control and constructed groupsGroupsNitrogenMeandft-obs2-tails sog.Control 30 5.7333 58 14.4580 .05 Constructed 30 13.1666 This tabular array indicates that the difference is important at.05 alpha degrees. It can be claimed that frequent quizzes disposal, as Ballard and Johnson ( 2004 ) claim, better pupils ‘ public presentation. On all steps of composing achievement pupils who received 10 times constructed- response quizzes outperformed pupils who did n't have this survey tool.DiscussionThe consequences of the survey made it clear that taking constructed- response quiz leads to better scholars ‘ composing public presentation. This survey provides grounds that module will probably draw a bead on their pupils to take hebdomadal constructed- response quizzes. Therefore, the research worker can claim that frequent constructed- response quizzes better the formal organisation in general authorship accomplishments. The consequence of this survey confirmed our anticipation that pupils who took hebdomadally constructed- response quizzes would demo better keeping of grammatical forms than would pupils who were non engaged in the hebdomadal graded constructed- response quizzes. The consequences of this survey revealed that hebdomadal quizzes can hold a greater impact than antecedently found by Derouza & A ; Fleming ( 2003 ) and Haberyan ( 2003 ) . They studied scientific discipline pupils while the sample in this survey was drawn from package computing machine technology pupils. They found that pupils ‘ public presentation was non strongly impacted while the research worker found significantly better public presentation. More surveies with different population majoring in other Fieldss of survey are needed to better our apprehension of how pupil ‘s public presentation is impacted by hebdomadal quizzes, for case, classs in physical scientific disciplines. These findings clearly suggest that hebdomadal quizzing ( constructed- response ) is of import in larning English authorship accomplishments. In pre- intermediate degree, as Harris ( 1996 ) claims, composing exercisings should by and large be used merely to reenforce the acquisition of specific grammatical points or lexical points. Teachers ‘ experiences showed that EFL scholars by and large have deficient cognition of English composing accomplishments in pre- intermediate degree. This has prompted us and other research workers like Baker ( 1989 ) and Werner ( 1993 ) to stress the importance of constructed- response quizzes alternatively of other survey tools and to place constructed- response quiz as the most effectual instrument to utilize because tapped on composing accomplishments of pupils. The betterment among the composing abilities of participants were striking where they took constructed- response quizzes.DecisionBased on the statistics done, it can be concluded that r epeated constructed- response quizzes receives the first precedence. Therefore, there was a important difference between the Hagiographas ‘ public presentation of the group who received 10 times constructed- response quizzes and the group who did n't have any quizzes. The findings indicated that constructed- response quizzes can be used for advancing different accomplishments and constituent of linguistic communication acquisition ; hence, trial interior decorators should take constructed- response quizzes. The findings of the present survey gave empirical support to this position. This, as a rule of linguistic communication usage, is didactically cardinal in the instruction and testing of linguistic communication acquisition and needs to be taken in to account in the design of suited instructional stuffs and in the methodological analysis of schoolroom instruction.Pedagogical DeductionsBased on the research findings, this survey gives the undermentioned deductions and suggestions to EFL scholars and teachers that may be helpful in developing EFL linguistic communication acquisition, instruction, and proving. Teachers have got to supply pupils with appropriate feedback. Repeated disposal of quizzes may pave the manner for better acquisition, actua te the pupils to larn, supply adequate feedback for the pupils, and find the weak and strong points of pupils. All these can stop in long- term keeping of the stuffs taught and prevent the pupils from inquiring for their scrutiny. Though many of the surveies should be regarded as plants in advancement instead than concluding surveies, this survey does efficaciously foreground some of the complexnesss involved in current quiz research. By so we should be seeing new coevals of wash dorsum surveies which are progressively sophisticated and refined.

Nutrition and Children Essay Example

Nutrition and Children Essay Example Nutrition and Children Paper Nutrition and Children Paper Child obesity has spread like a wildfire throughout the last few decades, making nearly one in three children in America overweight. Who is at fault for the innocent children facing obesity? One may point her or her finger at fast food restaurants for being at fault for the innocent children facing obesity. However, another person may point their finger at the childs home believing that childhood obesity starts in the home of these young innocent children. In Daniel Weintraub’s article, â€Å"The Battle Against Fast Food Begins in the Home† he argues that the parents of the children are at fault for the increasing epidemic of child obesity in America. It is the parents responsibility to teach their children healthy eating and exercise habits at a young age in their home. Parents are at fault for their childrens unhealthy eating habits, lack of physical exercise and obesity. Healthy eating habits for young children have to start in their home. Children are greatly influenced by what their parents teach them at a young age in their home. The morals that parents teach their children are just as important as the eating habits they demonstrate to their children. Children feed off of their parents decisions, which influences the decisions they make in life today. It is the parents responsibility to demonstrate the wrongs and rights of eating healthily by getting rid of all junk food items and replacing them with nutritional food items instead. If parents dont demonstrate a healthy eating life style to their child starting at a young age, the child has a higher chance of having an unhealthy eating life style due to the parents lack of responsibility. The parents lack of responsibility is to blame for the increase of obese children in America. Starting in their home, parents need to teach and demonstrate the importance of healthy eating habits to their children at a young age. The lack of physical exercise greatly affects the increasing epidemic of child obesity in America. Some schools provide physical exercise and education to the young students, although not all students chose to participate. Weintraub states, â€Å" Statewide, the center said, 26 percent of schoolchildren are overweight. † (Weintraub, 7) Who is to blame for the children who chose not to participate in the physical exercise, and the 26 percent of obese schoolchildren? The parents. The childrens parents are responsible for teaching and demonstrating the importances of being physically active by participating in any physical activities or exercises. Parents can influence their children to participate in physical exercise by doing any regular outdoor physical activities such as biking or walking together as a family. Encouraging their children to eat healthily is just as important as encouraging their children to participate in physical exercise and activities. If parents fulfill their responsibility of encouraging their children to be physically active, then the children have less of a chance of being obese in their future. It is the parents responsibility to demonstrate the rights and wrongs of eating food and the importances of being physically active and fit. I am a victim of child obesity. When I was young from ages four to seven, I faced the epidemic of child obesity. Who is to blame for my child obesity? My parents are to blame because my unhealthy eating habits started in my home. They never took the responsibility of teaching and demonstrating the rights and wrongs of eating healthily. My parents always took the easier way out by buying me a fast food meal instead of cooking me a home made meal that was healthy and nutritional for me. My parents did not encourage me to eat healthy nor did they encourage me to be physically active. I was never taught the importances of being physically active. Instead, I was always lazy and played video games. I blame my parents for my lack of participation in physical activities such as sports. They never took the time to teach me the importances of healthy eating and exercising habits when I was a young innocent child. My child obesity could have been prevented if my parents demonstrated a healthy life-style. I blame my child obesity due to my parents I rresponsible choices and actions. Parents are at fault for their childrens unhealthy eating habits, lack of exercise and obesity. It is the parents who have to take initiative, responsibility and action for their childrens eating and exercising habits. It is more logical to blame the parents for the increasing epidemic of child obesity rather than blaming the fast food industry because it is a personal issue. If parents continue to blame others for their children gaining weight, then child obesity will continue to rise in America. Not only will the epidemic of child obesity rise, but so will the health cost for Americans. Parents need to step up by teaching their children how to live a healthy life style by eating healthily and being physically active. Child obesity depends on the parental guidance; for instance, the family home is an important place to learn about the proper nutrition and physical activity that is needed in living a healthy life-style.

The Definitive Guide to the Xiggi Method for SAT Prep

The Definitive Guide to the Xiggi Method for SAT Prep SAT / ACT Prep Online Guides and Tips The Xiggi Method was written by a popular member of the forum CollegeConfidential. After scoring well on the SAT, he wrote 10 pages of his top tips for SAT prep. The value in the Xiggi Method, however, is not just in reading the guide, but in understanding how to put it into action in your own study plan. As he notes himself, "there are no earth-shattering secrets...it's mostly based on common sense." Therefore, to get the most out of the Xiggi Method, you need to understand critical ways that it may not apply to you and know how to move forward to guide your own SAT prep. Read on for our detailed guide to the Xiggi Method and how to use it. If you don't already have the Xiggi Method document, click here to download it. Note that all these points work equally well for the ACT. Instead of the Official SAT Study Guide mentioned below, you'll need to buy The Real ACT. The 7 Major Points of the Xiggi Method Let's start with the key points from this SAT study guide: Why prep for the SAT? Because the SAT is unlike anything you've ever taken in school. The questions are different, and the skills tested are different from what you've learned. Brilliant students can do poorly on the SAT, and weak students can do extremely well on the SAT. Therefore, familiarizing yourself with the test will dramatically raise your score - if you study the right way. When taking full-length practice tests, use only official tests published by the College Board. No other company publishes tests as realistic as the College Board. Take your first practice tests without a time limit. Spend 30 minutes taking a section, then spend 30 minutes reviewing your answers. Review both correct and incorrect answers - try hard to understand every question in detail! Most other books not published by the College Board aren't very good. They give "strategies" that seem like they'll help on the test, but actually aren't very effective. They're mostly helpful for people scoring in the lower ranges who don't have a good grasp of the underlying content. Vocab studying isn't as important as it used to be. Don't memorize giant lists of thousands of words - your time is better spent elsewhere, like in getting better at passage questions. If you want to study vocab, study it over a long period of time so that the words stick in your memory. Most nationwide test prep chains like Princeton Review and Kaplan are way more expensive than they're worth. At $800-1600, you'll sit in a class with an inexperienced instructor who's just rehashing the $30 book you can buy on Amazon. When you've learned more of the underlying content and understand the SAT in more detail, then you can schedule timed,full-length exams to get familiar with the endurance and energy needed for the 4-hour test. You'll need to face timing pressureto know how the real test will feel. In his SAT guide, Xiggi goes into more detail in each of these points. His main points are sound advice, and we agree with them on a high level. However, there are a few critical ways that the Xiggi Method may not work well for you... 5 Warnings about the Xiggi Method and You (Important) If You're Not Motivated The Xiggi Method is most applicable for highly motivated students driving for a top score. If you find it hard to motivate yourself to study, you will benefit from having more structure in your prep. You may need someone else to remind you to study and to hold you accountable, or a study program that gives you clear step by step instructions on what to do. If You Find it Hard to Learn From Your Mistakes If you find it hard to learn from your mistakes, you'll need someone who can teach you. The most important part of SAT prep is understanding where you're going wrong and how to avoid those mistakes in the future. If an answer explanation on a page often doesn't help you understand your mistakes, you need to find a person who can guide you. Do NOT "Buy As Many Books As You Can" Even though Xiggi suggests it, you should NOT buy 'as many books as you can.' In fact, this will waste a lot of time and money as you spread yourself too thin. Focus on the Official SAT Study Guide published by the College Board, and one or two supplemental books that teach you underlying content and strategies. When I was studying for the SAT, I used three main books: The Official SAT Study Guide, Barron's SAT, and another book of practice questions. I went through all of them and scored a 2400. It was my quality of studying, not the number of books, that earned my full score. Look out soon for our comprehensive guide to the best SAT/ACT books. You Need to Schedule Enough Time to Study You need to schedule time to study. There's no way around it. The SAT is so expansive and covers so many types of questions that to get familiar with all of them, you need to encounter them over and over again. We recommend that you study at least 40 hours to have the best chance of raising your score. If You're on a Tight Budget The method relies on buying books, which can amount to $100 or more. If this is out of your budget, here are two methods to find those books so you can study. 1) Visit your local library or school library and see if they have the books. Check them out and work on paper so you can return the books. 2) Visit your local bookstore, which is very likely to have the books mentioned in this article. You can sit in the bookstore and work from the books without buying it (just don't spill coffee or make marks in the book!) What To Do Next: Following the main points of the Xiggi Method is a great way to get your feet wet in SAT prep. Here's a step by step guide on what to do: Buy the Official SAT Study Guide by the College Board, if you haven't already. Take Test 1, section by section, without a timer. After each section, review all your answers, even the questions you got right. Aim for equal times taking the test and reviewing: about 30 minutes for each section, and 30 minutes reviewing. Reflect on your progress. Were you able to finish Step 2 within one or two weeks? If not, you likely need more motivation to put in enough study time. Were you able to understand every single answer choice, correct and incorrect? If not, you'll need clear answer explanations, or a tutor who can guide you through your mistakes. Adapt your study plan according to your reflection. Keep reading to learn even more SAT prep strategies. Read More: Month-by-Month; A one-year study schedule for serious extended SAT study. What is a good score on the SAT? Start Improving Your SAT Score Today:

DNA Functions and Structure Essay Example | Topics and Well Written Essays - 1250 words

DNA Functions and Structure - Essay Example These are known as the nuclear DNA and the mitochondrial DNA, respectively. A very significant trait of the DNA is that it can very efficiently and easily â€Å"replicate, or make copies of itself. Each strand of DNA in the double helix can serve as a pattern for duplicating the sequence of bases. This is critical when cells divide because each new cell needs to have an exact copy of the DNA present in the old cell† (Genetics Home Reference, 2012). The DNA, regardless of its overly microscopic size, has many functions under its assigned responsibilities. The DNA normally exists in the form of either prokaryotes or eukaryotes, existing in a different chromosomal stage in either of the states. Under the biological functions that the DNA performs, there exists the storage of hereditary and genetic information by the genes which determine the traits and features of the future generations. Secondly, the DNA is responsible for the transcription and translation of the genetic codes t hat are matched with its matching RNA, in further course. Lastly, the DNA carries out the replication of cell, which means that the cells divide amongst themselves and create copies of their own selves, in order to grow, in number and size. This is considered to be the bases for the notion of biological inheritance. These functions of the DNA are carried out simultaneously. The efficiency of this is ensured by the structure of the DNA which is double helix in nature. Details of these functions will discussed in greater detail, in the following. A polymer is a composition and a collection of numerous monomers called mononucleotide units. The structure of this nucleotide unit is as simple as the concept of this unit itself. These nucleotide units are formed by bonds of phosphates, sugars and a heterocyclic base. The chemical reaction is sped up and catalyzed by specialist enzymes. As a result of the components of this structure of this type of nucleotide units, after intermolecular de hydration, they form phosphate ester bonds. In a situation where nitrogenous bases on the DNAs complementing each other are called as base pairs. There has been extensive research and there have been many conclusions to the question of the combinations of the base pairs that are formed. The conclusions, with respect to the researches have varied with time and so have the combinations that are formed, according to each research. â€Å"DNA replication  is a biological process that occurs in all  living organisms  and copies their  DNA; it is the basis for  biological inheritance. The process starts when one double-stranded DNA molecule produces two identical copies of the molecule. The cell cycle (mitosis) also pertains to the DNA replication/reproduction process. The cell cycle includes, interphase, prophase, metaphase, anaphase, and telophase. Each strand of the original double-stranded DNA molecule serves as template for the production of the complementary strand, a proc ess referred to as  semiconservative replication. Cellularproofreading  and error toe-checking mechanisms ensure  near perfect  fidelity for DNA replication† (Berg, Tymozko, Stryer, & Clarke, 2002) The RNA, like the DNA, is an acronym for the Ribonucleic Acid and is made up of lengthy chains of micro structures called nucleotides, consisting of sugars and a nucleobase. The structure of

Personal reflection Coursework Example | Topics and Well Written Essays - 750 words

Personal reflection - Coursework Example Through the lesson, I also learnt how to quantify risk and profitability. I finished the lecture by learning how to mitigate risks, especially the risks associated with projects. In my week five task, I led my group through the group project we are undertaking. My key role at this stage was to allocate task. I assigned Nicole, Emma and Cindy each to design five posters. I allocated Cindy a time schedule to do and write notes about the meeting we had. I assigned to Emma the task of taking photos about the park. I gave Nicole the task of correcting mistakes in the posters and Amber the collection of documents and writing of the final report. Attending the lecture on risks and projects was a new and exciting experience. Since I have never attended a lecture on the topic, I felt a bit nervous and anxious, as I did not have defined expectations and was not sure if I would understand the lecture and grasp the concepts. The lecturer made me feel a bit comfortable at the beginning since he had looked strict and introduced the topic in a manner that made it look very challenging. I was more than curious to know how projects and risk assessment are linked. The leadership role that I took towards our group project in week five made me nervous at the beginning of the week. I did not know how I would relate with my colleagues whom I were very fond of as their leader. The thought of how I would deal with them in incidences of non-compliance made me feel uneasy with the role. As time passed, I became more comfortable with the role because of my groups corporation. The experience was very influential and I was delighted that things turned out successfully. I had a wonderful experience from the lecture on risks and projects. The lecture enabled me to have an understanding of risks and projects. I managed to clearly differentiate between a risk and a hazard. I was in a position to assess the