Essay Transition Words You May Need

Essay Transition Words You May Need Essay Transition Words You May Need When it gets to working on the style of the text, many students, at both high school and college, fall into despair, not knowing what to do. Stylistic methods are not taught at regular schools and it becomes really difficult to tailor the text to make it interesting and catchy. Did you know that programs, which check text’s readability pay attention to transition words and it may greatly influence the results? That is why one of the best advice we can give you at once is that you need to try and insert transition words from the beginning of the process, not when you are already editing your text. This will help you to provide a necessary flow from the first line and stick to it along the way. For such reasons we decided to create an article, which will contain all the necessary elements, so-called transition words that improve any written assignment. We will discuss four main groups of transition words: sequential, casual, additive and adversative. Sequential Any time you need to make a list of something in a prose, you will need sequential transition words, as in most of the cases a list with numbers will seem unprofessional or boring. For example, firstly, to start with, finally, afterwards, previously and others. The list of such words is almost endless and you can use them without any repetitions. The main thing you should remember is that such transition words are irreplaceable if you want your paragraphs to follow a certain sequence. If you want to show that certain points are interlinked, try to use transition words of one category, like firstly, secondary and thirdly. This will help the reader to understand that the matters are related. Casual When you want to show that a certain point or matter has caused or followed something from the previous paragraph, you might need casual transition words. You have probably heard of such words, as: Consequently; As a result; Therefore; Since; Otherwise and much more. Using such transition words is very simple: if you see that two sentences or paragraphs are related in a cause/effect manner, you can insert casual words to explain such a relationship. For example, you can write ‘due to the bad weather, my train was late and I missed the play’ instead of ‘The weather was bad.   The train was late. I missed the play’. The first option sounds much better, doesn’t it? Additive The third group of transition words is used, when you need to show that the sentence or paragraph is an addition to the previous one. Some people confuse such words with sequential ones, although they have one basic difference. Additive words are used, when the whole list of points or events follows a certain sequence, while in case with additive words – only one point is related to the previous one. Such words include similarly, likewise, in addition, in other words, for instance.   In most of the cases they are used to illustrate the previous idea and in situations, when a long and wordy sentence is broken into several parts. The reader will find it very difficult to read a long and confusing sentence, which contains multiple details and features. Although if you dilute it with additive transition words, you will make the text readable and smooth, noticing links between various points. Adversative The last group of transition words has nothing in common with additive ones. On contrary, it is completely different and aims to show a conflict. You can use such words, as nonetheless, however, regardless or otherwise to show how two ideas or points of view are different. Such transition words are often used in argumentative essays or research papers, where you need to present opposite points of view on the same subject and show which side you are on. You won’t be able to remember all the transition words and, to be honest, it is quite meaningless and will only take lots of your time. The best way to operate such words correctly is to remember the mentioned groups and the types of sentences they are used with. In such a way, you will always be able to decide what word you need simply by looking at the paragraph and knowing, whether it contains a sequence, a cause, an addition or a conflict. A great advice will also be to read as much as you can to broaden your vocabulary and improve your lexis. Always facing new stylistic elements and getting familiar with various styles will surely help you to succeed and improve your essay, making it interesting, smooth and readable.

Whats an Unweighted GPA How to Calculate It

What's an Unweighted GPA How to Calculate It SAT / ACT Prep Online Guides and Tips Many high schools record your academic performance using unweighted GPA. But what does your unweighted GPA mean in the eyes of colleges? And how can you calculate it yourself? In this article, I’ll tell you what an unweighted GPA is, how to interpret it, and how to calculate it based on your letter grades. What Is an Unweighted GPA? Unweighted GPA is the most common way to measure academic performance in high school.Unweighted GPAs are measured on a scale of 0 to 4.0 and do not take the difficulty of your courses into account.This means that an A in an AP class and an A in a low-level class will both translate into 4.0s.A student who takes all honors and AP classes and earns all As and a couple Bs will have a lower unweighted GPA than a student who takes all low-level classes and earns all As. This may seem incredibly unfair, but it’s not as simple as that when it comes to college admissions.Colleges are aware that the numbers often tell a skewed story in the case of unweighted GPAs, and they will investigate further to see whether unweighted GPA is truly an accurate reflection of a student’s academic potential. Unweighted GPA is where the idea of a 4.0 as the gold standard of GPA comes from, but as we’ll see in the next section, this isn't always the most accurate achievement benchmark. What Does Your Unweighted GPA Mean? Will Colleges Use It? There’s a lot of advice out there about unweighted GPAs because the unweighted scale is the most commonly used GPA scale. However,all of this advice is contingent on the difficulty of your classes. Colleges won’t be nearly as impressed by your 4.0 if it was earned in low-level courses. Though it may be difficult to make the switch, you should try to move up a level in your classes if you’re doing very well.Even if your unweighted GPA goes down slightly, you’ll ultimately be doing yourself a favor in the college application process. Colleges are interested in your GPA, but they also look further into how you earned it. Don’t expect to game the system by taking easy classes and getting As. If your high school uses solely unweighted GPA, this may result in your class rank being lower than someone who takes easier courses than you. You shouldn’t worry too much about this.Again, you’re more likely to get into a good college with a slightly lower unweighted GPA that was earned in high-level classes than with a high unweighted GPA that was earned in low-level classes. Your A+ in gym won't give you a competitive edge in college admissions. Then again, maybe I'm just bitter because I always sat in the back of the court during dodgeball and pretended to be out so that I wouldn't have to embarrass myself by attempting to throw anything. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. How Is Unweighted GPA Calculated? Unweighted GPA is simple to calculate because only your grades matter, not the levels of your classes.Here is a chart that shows how each letter grade translates into unweighted GPA. Letter Grade Unweighted GPA A+ 4.0 A 4.0 A- 3.7 B+ 3.3 B 3.0 B- 2.7 C+ 2.3 C 2.0 C- 1.7 D+ 1.3 D 1.0 F 0.0 With this in mind, I’ll go through how to calculate unweighted GPA with an example. Let’s say you’re towards the end of your sophomore year in high school, so you’ve completed 3 semesters so far.In each semester, you took five core classes, which are the classes we'll use in calculating your GPA. Here are some charts of hypotehtical grades for each semester: First Semester Freshman Year Class Letter Grade Unweighted GPA 1 B 3.0 2 B 3.0 3 B+ 3.3 4 B+ 3.3 5 A- 3.7 Your unweighted GPA for this semester would be an average of the five values in the last column. This gives you a 3.3 so far. Now, let's do the second semester. This time, we'll say that your grades increased slightly. Second Semester Freshman Year Class Letter Grade Unweighted GPA 1 B 3.0 2 B+ 3.3 3 B+ 3.3 4 A- 3.7 5 A- 3.7 Your GPA for this semester would be a3.4 based on an average of the values in the last column. Finally, let’s calculate GPA for the first semester of sophomore year assuming your grades increased slightly once again. First Semester Sophomore Year Class Letter Grade Unweighted GPA 1 B+ 3.3 2 B+ 3.3 3 A- 3.7 4 A- 3.7 5 A- 3.7 Your average unweighted GPA for this semester would be a 3.5.Now we can calculate your overall GPA by averaging the three GPAs from each semester. Semester Unweighted GPA First - Freshman 3.3 Second - Freshman 3.4 First - Sophomore 3.5 Cumulative 3.4 Note that this method of averaging semester GPAs only works if you took the same number of classes every semester. If you didn't, it's best to just translate all of your grades so far into unweighted GPAs, add them up, and divide by the total number of classes you've taken. If your school gets more specific with its GPAs for different grades (for example, a 90 average in a class would translate into a lower GPA than a 92 average even though they’re both A-s), look at this more detailed conversion chart to get a more accurate result. Conclusion The unweighted GPA is GPA in its purest form: it only considers your grades and not the levels of your classes. It’s important to keep things in perspective when assessing your unweighted GPA because colleges will be able to tell whether you earned it in difficult classes or not.Having a 4.0 unweighted GPA doesn’t automatically mean you’ll get your pick of top colleges. You need to challenge yourself academically in AP and Honors classes so you can rise above the crowd. Unweighted GPA is relatively easy to calculate because you don’t have to account for the levels of your classes. If you want to figure out your unweighted GPA, just consult the conversion chart in this article to translate your grades into the appropriate numerical values. What's Next? Now that you know all about unweighted GPA, you may be wondering whether colleges place more emphasis on unweighted or weighted GPA statistics in the admissions process. Learn more about which GPA measurement will be most important for college. You should also check out this article on what constitutes a good or bad GPA for college admissionsif you're not sure whether your GPA is high enough for your college goals. With unweighted GPA, it can be difficult to figure out whether your course load is advanced enough for selective colleges. Read this article to find out what constitutes a rigorous course load in high school. 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. 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Cognitive Bias Essay Example | Topics and Well Written Essays - 4500 words

Cognitive Bias - Essay Example Daniel Kahneman asserts that cognitive bias in decision making process is the intuitive preferences that unswervingly violates the rules related to the rational decision (48). Therefore, a cognitive bias takes place when a psychological pattern changes a decision maker’s subjective view of a problem to differ from the reality. So as to understand how this works, John Butler elucidates how the mental life of a decision maker can be described as two agents (39). The agents include system one and system two. In system one, automatic operations take place that is working quickly by applying a little effort and is not enthusiastic to take control of the thoughts. However, system two is able to construct the necessary thoughts and take the necessary thoughts, for instance doing complex computations and reasoning. Notably, more effortful mental activity occurs in system two. The activities in system two are connected to the subjective experience of choice, connections and agency (Ser fas 71). Anchoring refers to the biased judgment of a stimuli that is based on an incentive assessment of another stimulus and an inadequate alteration away from the initial assessment (Kahneman 52). In other words, this means that a previous presented value affects decision makers when they are about to estimate an unidentified quantity, which is closer to the value considered before the estimate. A good example of the anchoring effect in decision-making is how a decision-maker is influenced by price when buying goods from different suppliers. A higher price will influence the decision maker to value the goods higher than what he/she would have done if the price of the goods is lower. Daniel Kahneman claims that any number a decision maker is asked to consider as a possible solution to an estimation problem will predominantly induce an anchoring effect (50). Any numerical judgment that is under

Mohammed ali clay Research Paper Example | Topics and Well Written Essays - 1250 words

Mohammed ali clay - Research Paper Example As a professional athlete who popularized the sport and who remains one of the most well-known boxers of all time, Muhammad Ali was a three-time world heavyweight champion as well as an Olympic athlete. The following will explore the life and times of Cassius Clay/Muhammad Ali and discuss the important contributions that he has made to the boxing world as well as to the United States of America (About Muhammad 2009). Cassius Clay grew up in the 1940s Louisville, Kentucky, a community in which blacks and whites intermixed but there was also an undercurrent of racism which pervaded all aspects of society. Accordingly, racial segregation was a feature of the early boxers existence in Kentucky as the state practiced the infamous Jim Crow laws. Due to these restrictions on race mixing, education, healthcare, and a variety of other things such as rural road transport were segregated based upon race. Despite growing up in an era in which the color of his skin was a hindrance, Cassius Clay put whatever anger he had at the discriminatory and racist society in which he grew up towards boxing. As a young boy he began boxing and eventually won six Kentucky Golden gloves titles as well as an Amateur Athletic Union national title. Cassius Clay impressed boxing aficionados throughout the Midwest as well as nationally and he represented the United States in the 1960 Summer Olympics in Rome. Unknown to many, Cas sius Clay – later to become the world-famous Muhammad Ali - was an accomplished amateur boxer who won the light heavyweight gold medal for the United States in Rome in 1960. Racism was a serious problem in the United States during this time and the victorious Cassius Clay reportedly threw his gold medal into the river upon returning to United States and being refused service due to the existence of Jim Crow laws. Despite the fact that Cassius Clay successfully

Time until the cubes go clear Essay Example for Free

Time until the cubes go clear Essay An investigation into the effect of diffusion on the size of a cell Introduction What I am going to do is place some agar phenolphthalein in a HCl solution and time until the cubes go clear. Theory Diffusion is the passive transport of how substances cross membranes. It is the movement of particles from of particles of a higher chemical potential to a lower one. In all diffusion the net flux of the particles transported is equal to physical property multiplied by the gradient. Diffusion happens because of the second law of thermodynamics; the entropy of closed system will always increase in time. Also substances being diffused go from a state of higher order to a state of lower order, so diffusion is a completely natural process for it requires no energy to happen. The rate of diffusion is dependant on a number of factors-   Particles will diffuse quicker when there is a high concentration gradient.   A short distance fro particles to diffuse across.   If the substance is small molecules they will diffuse quicker. Larger surface area increases rate of diffusion. For if there is larger surface area then it allows particles to diffuse faster as there is less resistance. The last one is the key one, as this one plus knowing the concentrations of the solutions allows you to work out the rate of diffusion by Ficks law. Surface area   difference in concentrations is proportional to rate of diffusion Thickness in membrane Hypothesis My hypothesis is that as you increase the surface area of the cells the rate of diffusion will increase. Preliminary Work. For my preliminary I gathered these results, I used 30ml of HCl for each cube, the results show that as you increase the surface area that the rate of diffusion deceases, this will be down to the fact that there is more indicator in the larger cubes. It also shows that my hypothesis is wrong, but I have already explained why. Surface area time to go clear (secs) rate of diffusion Apparatus 5 cubes of agar-phenolphthalein; 0. 5cm^3, 1cm^3, 2cm^3, 4cm^3, 6cm^3 250ml beaker 10cm^3 measuring cylinder mm rule. Scalpel 100 ml of 2M HCl Distilled water It is necessary to have a rule that measures in mm to ensure the cubes are measured accurately, it is the same for using the measuring cylinder as this is needed for the precision it posses in making the solution of acid. Distilled water is needed to ensure the results are reliable as tap water contains number of things that will offer resistance to diffusion. Variables The independent variable is the size of the agar cells, these will be made by cutting them up with a scalpel and measuring them to confirm, and I will have five different sizes and repeat the tests three times. The dependant variable is the time that it takes for the acid to make the phenolphthalein in the agar go clear, I will hold a piece of white paper behind the cube to ensure I am clear whether the test is over.   Control variables are the time which will be ten minutes, this will be time on a stopwatch, temperature will be kept at room temperature, the concentration of the acid will be kept the same, and it will be all made up at the same time this will ensure precision. The amount of phenolphthalein in the agar cells should be in equal proportion in all the cells as the agar jelly will come as one block. Safety This experiment is particularly dangerous but a number of precautions should be taken, goggles and gloves should be worn when handling acid as it comes at quite a high molarity. A cutting plate should also be used when cutting up the agar cubes. Disposal of the agar should be in the bin. Method Prepare agar cells using cutting plate and scalpel. Measure cubes using mm rule and trim if essential.   Measure out 30ml into a test tube   Place the cubes in the beaker and then fully submerge them in the HCl solution. Start stopwatch.   Turn the blocks frequently over the time. 2

Analysis Of Writers Paulo Frei Essay -- essays research papers

Perspectives in the Arts   Ã‚  Ã‚  Ã‚  Ã‚  The stories behind a piece of art are infinite. The reasons the artist produced the piece is only one explanation behind the work. Even so, who is to know the specific thoughts the artist was thinking at the time? As each art critic may conclude his own analysis of an artwork, who is right and who is wrong? Just as students challenge the information that is supposedly â€Å"deposited† in them by the teacher in the classroom setting, art challenges the belief- that information can only be used as it was intended, which is highly rare in our day and age. The concept of perspectivism falls into place in this scenario. Art is perceived differently by varying individuals. There can be millions of interpretations that exist for one piece of artwork, however none more or less correct than the next interpretation. Similar to teachers depositing information to the students, each student may receive the information in different contexts. Whose to say whether or not the students’ interpretation is wrong? As writer John Berger points out the concept of reproducing art, in his essay â€Å"Ways of Seeing,† he addresses the idea how perspectives change completely when an artwork is reproduced to be used in a different context. As this is done, new thoughts and interpretations are created, thus can be seen as a progression of ideas. Writer Paulo Freire used the idea that â€Å"knowledge emerges only through invention and re-invention(Freire 348)† in his essay, â€Å"The ‘Banking’ Concept of Education.† This idea is the essence of what Berger is trying to point out through the reproducing of art. That the reproduction of art is basically the â€Å"re-invention† of the ideas and interpretations that already exist. And thus only through the re-invention of art, new ideas and new interpretations can be formed, a progression of ideas, achieving true knowledge.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"[Art] becomes information of a sort, and, like all information, it is either put to use or ignored(Berger 120)†. Each individual sees art differently, images become information that is incorporated with the individual’s own knowledge and personality. As art is reproduced over and over again in different contexts, the artist’s original purpose of the image is altered, a progression from old ideas to new ideas. Clearly one can see how the original intended purp... ... of an image, even more ideas and thoughts are evoked. These reproductions now represented in new contexts bear new ideas that are to looked upon in a different manner for these images, â€Å"like all information, have to hold their own against all the other information being continually transmitted(Berger 123)†.   Ã‚  Ã‚  Ã‚  Ã‚  The idea that surrounds an image having one clear message has been proved to be obsolete. Information cannot be used in one single manner. Matter of fact, there are just too many variables regarding perspectivism, individuality, and personal knowledge that prohibits a single idea that is to be received universally. Berger’s reproduction of art only further implicates the ideas that already exists, and takes it to the next level of thinking, incorporating new ideas that originally may have had no relevance whatsoever, the progression of ideas, so to speak. As art challenges the belief- that information can only be used as it was intended, the conclusion is that information can be used in innumerable ways. Information was meant to be challenged, evoking new challenges and new thoughts and ideas in a never ending cycle of progression from old to new.

Essay on A Literary Report on “The Nightingale and The Rose” By Oscar Wilde

‘Nineteenth Century Short Stories' is a collection of tales from the nineteen hundreds. This essay will concentrate on just one of these stories. It will include a thorough analysis of the story including my views and opinions towards the language, imagery and setting that the author uses. The story I have chosen to analyse is ‘The Nightingale and the Rose', by Oscar Wilde. This is one of many children's stories that he wrote, as he is well known to have ‘used the form of fairy tale to reflect on modern life and to debate ideas'. ‘The Nightingale and the Rose' is a very poignant story following the theme of love.The theme is conveyed in this story through the actions of the Nightingale. It demonstrates how one life would sacrifice itself in order to make another happy. From the Nightingale's point of view, this is a tragically ironic story. For she thinks that the Student must be a ‘true lover' – she thinks that he would give anything for one nigh t with the Professor's daughter. ‘She said that she would dance with me if I brought her red roses†¦ yet for want of a red rose is my life made wretched', the Nightingale hears him cry; and on this evidence alone she bases her opinion: ‘Here at last is a true lover.‘ When in fact the only feelings the Student has for the Professor's daughter are those of material love. He is only interested in her beauty. He says to himself ‘She has form – that cannot be denied to her' but then he says ‘She would not sacrifice herself for others', which is exactly what the Nightingale is about to do for him. She is willing to sacrifice her life for love; for the Student to be able to spend one night with the girl he supposedly admires. An interesting point to note is when the Student mentions that the Professor's daughter ‘has some beautiful notes in her voice.What a pity it is that they do not mean anything, or do any practical good. ‘ Now Night ingales are renowned for having beautiful voices, but the Student does not appreciate the wonderful art of music. A few paragraphs before these lines the Nightingale sings to the Student telling him of how she intends to sacrifice her life for him; ‘be happy; you shall have your red rose. I will build it out of music by moonlight, and stain it with my own heart's-blood. ‘ Although he cannot understand them, these words are, in fact, deeply meaningful to the Student.And as for music doing no ‘practical good', well, what would you call the outcome of the red rose? The Nightingale died and the rose was born. Music made that red rose. The Student does not realise how wrong his judgements are. We find out that the only ‘true lover' was in fact the Nightingale. She was the only one with sincere feelings, and she was prepared to sacrifice her life for those feelings, even though she knew she would not gain anything from it. The fact that she was doing it for love, a nd that she was making someone happy, was enough for her. She was really the only one who deserved love – the only one worthy of it.The Nightingale was love. She went to the greatest extremes to find a red rose for the Student to give to the Professor's daughter. She flew all around the garden trying to find a red rose. She flew to ‘the centre of the grass-plot', and 'round the old sun-dial', and finally ‘beneath the Students window', where she eventually found a red rose tree. But the tree was damaged, and would not bear a red rose. the only way the Nightingale could obtain a red rose from this tree, would be to ‘build it out of music by moonlight', and stain it with her ‘own heart's-blood'; and that is what she did.The story is set in a garden of fantasy – it is full of talking creatures and trees; not unlike the Garden of Eden in the Bible, which had a talking snake. Perhaps the author used a garden because in the Bible it is very symbolic, a nd its story has many lessons and meanings. Maybe that was what Oscar Wilde was trying to convey in his writing. Although this story was meant as a fairy tale for children, it contained a large range of vocabulary and many detailed descriptions; suggesting that perhaps the story was actually aimed at adults, but

Discipline and Management Comparison

Runninghead: DISCIPLINE AND MANAGEMENT: DIFFERENT YET RELATED COMPARISON Discipline and Management: Different Yet Related Comparison Essay Corwin K. Richardson Grand Canyon University Discipline and Management: Different Yet Related Comparison Essay Thinking on classroom management and the ability to effectively teach and guide students of several different backgrounds tends to be a daunting thought. One that has pressed the hearts and minds of teachers and administrators for many days past and which will probably continue to press for many days to come.Being confident that you are aware; management alone is a skill that requires several years of practice to become proficient at, not to mention the management of students and their personalities. This essay will deal with the comparisons of discipline and management as it relates to the comparison of behavior versus misbehavior. Each term will be defined in personal understanding and then expounded upon with citations from noted autho rities in each subject matter. There similarities and differences will be presented in addition to there apparent relationship with each other.Discipline is something that is the result of an unwanted act. It can be seen as a corrective action that is taken to discourage a behavior that needs to be discontinued. Ex. Mr. Brown quickly removed the unruly student from the classroom. In this example, Mr. Brown chose to remove the disruptive student from the classroom as a method of discipline. However, discipline may be seen as a measure of self-control that someone applies to themselves. This is in any case, a measure of correction.According to Charles, discipline is defined as a teacher’s efforts to maintain classroom decorum and secure students’ cooperation in learning and exercising self-control (p. 45, 2008). This understanding opens up the window of possibilities as to what measure is taken by means of discipline that is deemed necessary to keep the classroom flowing with full cooperation in learning. Regarding self-control; this is a willful act on the student’s part based upon their understanding of order and how it affects their life, even in the classroom.The responsibility of teaching students the need for order can be argued to be the parents; but somehow it ends up being the teachers’. Management is the order in which someone takes things and place them in a systematic way that they can manage them better. Ex. Ms. Wendy moved all of the noisy students’ seats in a way that brought quiet and focus to the class. In this example Ms. Wendy’s management system was to arrange the classroom in such a way that all the class could benefit from the lesson.A collaborative definition of management as expressed by Canter is an environment created by a teacher who motivates and believes in the students; one who effectively plans to manage student behavior in all classroom activities and instructional strategies; a teacher wh o has the trust of all the students (pp. 6-7, 2006). Behavior is simply the way someone conducts themself. Ex. Bobby obeys every word his father says. In the example, Bobby’s behavior was obedient. This is clearly a defining point in behavior that illustrates how someone acts in an environment or situation.Some authorities such as Canter believe that behavior is greatly influenced by a teacher’s ability to establish a classroom that promotes academic success for all students from the very first day of school (p. 31, 2006). Misbehavior is when someone conducts themselves in a way that is unacceptable. Ex. Janie has random outbursts in class and doesn’t respect her teachers. This shows that Janie is misbehaving by not respecting her teachers and by her outbursts. Canter also suggests that students don’t like or respect teachers who let them get away with misbehavior (p. 6, 2006). This would indicate that the disrespect that some students show their teachers is a direct result of the teacher’s inability to convey their authority and order in the classroom with their students. In other words, the students may feel as though the teachers are â€Å"push-over’s†. In conclusion, discipline is a product of management which is directly related to the effectiveness by which management is executed, which determines the level of discipline needed to maintain it.On the other wise, behavior is the product of discipline and is directly influenced towards acceptable or unacceptable conduct by the effectiveness of the management plan. If the management system is proficient then a good disciplinary plan will be in place and if so, then behavior will be appropriate and almost all misbehavior will be eliminated. References Charles, C. M. (2008). Building classroom discipline (10th ed. ). Boston: Allyn & Bacon. Canter, L. (2006). Lee Canter’s classroom management for academic success. Bloomington, IN: Solution Tree.

Modal and Phraseological Verbs in Italian

Modal and Phraseological Verbs in Italian In addition to the Italian auxiliary verbs essere and avere, Italian modal  and phraseological verbs also serve as support to other verbs. Italian phraseological verbs (verbi fraseologici)  include   stare,  cominciare,  iniziare,  continuare,  seguitare,  finire, and  smettere,  which, when used before another verb (mostly in the  infinitive, but also as a  gerund), define a particular verbal aspect. Read on to learn more about these important Italian helping verbs. Modal Verbs The Italian modal verbs are dovere, potere, volere- meaning, respectively: necessity, possibility, and volition- they precede the infinitive of another verb and indicate a mode, such as in the following examples. The sentences show how to use these three verbs in Italian, followed by the type of mode in parentheses, followed by the English translation: Sono dovuto tornare (necessit)- I had to come back (need).Non ho potuto aiutarlo (possibilit).- I could not help him (possibility).Rita vuole dormire (volont).- Rita wants to sleep (will). To underscore the close link between the modal verb and the verb that follows it, the former usually takes the auxiliary of the second: Sono tornato. / Sono dovuto (potuto, voluto) tornare.Ho aiutato. / Ho potuto (dovuto, voluto) aiutare. This translates in English to: Im back. / I had to (have, wanted to) return.  I helped. / I have (had, wanted to) help.. It is common to encounter modal verbs with the auxiliary avere, even when the governing verb requires the auxiliary essere, as in: Sono tornato. / Ho dovuto (potuto, voluto) tornare.- Im back. / I had to (have, wanted to) return. Modal Verbs Followed by Essere In particular, the modal verbs take the auxiliary verb avere when they are followed by the verb essere: Ho dovuto (potuto, voluto) essere magnanimo.- I had to (have, wanted) to be magnanimous. The presence of an unstressed pronoun, which can be placed before or after the servile verb, has an effect on the choice of the auxiliary verb, such as: Non ho potuto andarci.  Non sono potuto andarci.Non ci sono potuto andare. Non ci ho potuto andare. This transelates in English to: I could not go there. I am not able to go there.  I could not go there. I could not go there. In addition to dovere, potere, and volere, other verbs such as sapere (in the sense of being able to), preferire, osare, and desiderare can also support the infinitive forms: So parlare inglese. Preferirei andarci da solo.Non osa chiedertelo. Desideravamo tornare a casa. In English, this translates to: I can speak English. Id rather go alone.  Do not dare ask. We wanted to go home. Phraseological Verbs To understand phraseological verbs, its helpful to view how they are used in context, in brief prases. Each of the following phases in Italian uses a phraseological verb, followed by the type of action being described, followed by the translation of the phrase and type of action in English: Sto parlando (azione durativa) - Im talking about  (action durative)So per parlare (azione ingressiva)- I know from talking  (ingressive action)Cominciai a parlare (inizio dellazione)- began to talk  (onset of action)Continuai a parlare (proseguimento dellazione)- continued to talk  (continuation of)Smisi di parlare (fine dellazione)- I stopped talking  (end of action) Additionally, various phrases and expressions are used idiomatically in Italian: essere sul punto di, andare avanti, a etc.- be about to,  go ahead, and  etc.

Literary Analysis A Guide to Writing a Perfect Literary Analysis

Literary Analysis A Guide to Writing a Perfect Literary Analysis The process of learning how to write a literary analysis can be daunting and overwhelming at first, but as you gain more practice with this kind of thinking, you can craft a method that works best for you. Literary Analysis Essay A literary analysis essay is an argumentative analysis that carefully examines a piece of literature by looking at the characters of the story, theme, tone, setting as well as the plot and other literary devices used to narrate the story. It encourages a reader to think about how and why a novel, poem or play was written. Its meant to be an analysis of a key element in the literature thus you should refrain from writing a paper that explains every single point of the plot of the story. An argument can be raised by looking at the authors intentions and attempting to explain their significance or from a personal perspective in which case the original text has to defend and account for the argument to the reader. 7 TIPS TO WRITE A LITERATURE REVIEW The Purpose of a Reading Analysis The purpose of a literary analysis is to demonstrate why the author used specific characters, themes, settings, imagery, etc. to persuade the reader in a story. It tries to identify an important theme and then investigates the literary devices that the author used to reveal that theme. The literary analysis also helps to develop critical thinking skills in students by challenging them to look beyond the literal meanings by dissecting the story to see how the pieces fit together. Literary Analysis vs. Reading Analysis From a general view, literal analysis delves into the why and tries to understand the obvious and hidden meanings that lurk beneath the main plot. It causes one to not only reflect on the story itself but to understand the bigger picture of history, human condition etc. Reading analysis, on the other hand, is the act of reading to extract information. 5 Steps on How to Write a Literary Analysis Essay The process of learning how to write a literary analysis can be daunting and overwhelming at first, but as you gain more practice with this kind of thinking, you can craft a method that works best for you. Here is a guide that outlines everything you need to know to write a good literary analysis. 1. Choose and Focus on the Topic First, you need to read the work thoroughly and ensure you understand the plot of the play, poem or novel and who the characters are. An analysis is only possible when you have a clear understanding of the story. Always pick a topic that interests you as it is easier to start off with something you enjoy. Brainstorm a list of potential topics (themes) by asking yourself questions like, What was striking in the text? Why did the author write this? How are characters developed? How are the literary devices used? and try to look for connections and patterns by mapping out the different aspects of the chosen element. 2. Gather Evidence Its important for students to research the topic before writing. Collect enough material to help you answer or support your question. 3. Introduction to a Literary Analysis Essay The introduction to a literary analysis essay makes the first impression on a reader so its essential that you bring it out in a clear and concise manner. A good introduction to a literary analysis essay should provide relevant information about a particular aspect of a work of literature and orientate the reader to what will follow. The introduction must, therefore, include a book, author, title, main characters, short summary, and thesis. A thesis appears as the last sentence in the first paragraph and will mainly allude to the three main points you wish to address in the main body of the essay. Here is an example of a good thesis statement for literary analysis: In a Tale of Two Cities, Charles Dickens demonstrates the process by which an unfruitful and wasted life can be redeemed. Sidney Cartons intense love for Lucie Manette transforms him from a hopeless man into a hero and star whose life and death bring so much meaning. 4. The Body of a Literary Analysis Essay After the introduction, you will move towards the body of your essay where you present the paragraphs (usually three paragraphs for a 500-750 word essay) that support your thesis statement. Each paragraph in the body should include a topic sentence, textual evidence (paraphrase or quotation), commentary/explanation and a concluding sentence. 5. Conclusion of a Literary Analysis Essay This is the last paragraph in your essay which should reflect how your essay topic relates to the book as a whole. You will need to summarize all that you have discussed in the essay without introducing any new ideas. Formatting a Literary Analysis Literary analysis papers are generally written using MLA citation style formatting guidelines unless specified otherwise by your professor. Here is the article about MLA essay format with the  example: MLA ESSAY FORMAT Writing literary analysis is often a time-consuming activity that requires a lot of research and skill. With the use of our writing services, you will not only receive quality literary analysis essays even on the most challenging topics, but you will create a more professional piece that depicts you as one with a deep understanding of literature. Get an expert writing assistance today, place an order and leave your worries behind.

RC and RI circuits Lab Report Example | Topics and Well Written Essays - 1250 words

RC and RI circuits - Lab Report Example The data and observation were recorded whilst simulating the above circuits. RC circuit contain both resistor connected in series and the capacitor. The system can be used to control timing. When DC voltage source is connected across an uncharged capacitor, the rate at which the capacitor charges up decrease as times passes and the frequency changes The objectives of the experiment was to investigate how the voltage across varies as it charges and to find its capacitive time constant. The circuit investigated the phase angle between each frequency at different voltage for both the input and output voltage. It aims at verifying the nature of the peak amplitude for every output and input wave front form The experiment was undertaken in accordance with the underlying laboratory procedure. Computation entail values of V(t).The circuits for charging and corresponding discharging the capacitor were sketched. They were wired in order to fully charged or discharge by switching the circuits. The apparatus was connected as shown in the diagram above and their frequencies were set in the time setting as shown above. Measurement was taken from the different frequency across, voltage noted across frequency, and a table was form to tabulate the phase angle for each frequency. The tabulated measurement was used for calculation and drawing of the graph. The graphs draw was used to tabulate the for the peak amplitude for both input and output. The circuit A and circuit B had peak amplitude for the output is 10v/Dv and corresponding input peak amplitude of 7.5v/Dv. In circuit C peak amplitude was 10V/Dv whilst the input peak amplitude was 8V/Dv As the frequency escalates from 100Hz to 10 kHz the corresponding output, voltage reduces from 9.9v to 0.718v. Thus, plotting the underlying output voltage against the input frequency, the output voltage becomes 70.7% of the input voltage gives as The output signal is attenuated to 70.7% of the underlying input

Analyzing an ELS learner piece of language Assignment

Analyzing an ELS learner piece of language - Assignment Example The orthography poses a great problem as English is written from left to right while Arabic language is written from right to left. Keeping in view all these problems, a teacher of English has to perform a very difficult task in making his students master English language. The present study probes into different aspects regarding errors made by Arabic speakers during ESL learning. A sample of composition from an Arabic speaking student has been analyzed to highlight commonly occurring errors. In the following paragraphs we will first point out the errors and then find out the possible cause of these errors and in the end certain remedial measures would be suggested. Different researchers have also paid attention to this issue and have studied Arabic speaking learners to find out the possible solutions. The persistence of these errors suggests that some pedagogical intervention to raise students consciousness about them is necessary.( Cowan,2008).Lado(1957) hypothesized that errors in the second language (L2) are caused by the interference of the students native language. Such errors reflect the students inability to separate L1 and L2. Therefore, a contrastive analysis of L1 and L2, he thought, will help predict the areas of difficulty in L2. Odlin (1989): James (1980); Brown (1980) pointed out that students’ errors in L2 are caused by several processes. These include transfer, overgeneralization and communication strategies. There are many problematic areas for the students of English language in Arab countries. From the very beginning, he/she realizes that he/she is learning a different language which has many sounds which are not present in their mother tongue. The sounds which become difficult for the Arab learners are: The Arabic speakers mostly replace / p/ with / b/ sound that is the reason that they feel difficulty in pronouncing words like People, popular , perpetuate .In this case we will hear /b/ sound instead