The 5 Best Free Rubric Making Tools For Teachers - eLearning Industry, essay rubrics for teachers.3/29/2017 Rubric for Research Process Multimedia Project Rubric from Midlink Magazine Carnegie Mellon's Eberly Center of Teaching Excellence & Educational Innovation provides helpful resources for assessing team projects. Science Report Rubric Effective Project Presentations Rubric Generator Graphic Organizer and Mind Map Rubric A+ Video Project Rubric Poster Rubric Web Project Rubric (PDF format) iRubric develop rubrics and access them from anywhere Twitter Rubric Online Discussion Board Rubric Oral Presentation Checklist Used more formatively, rubrics can help instructors get a clearer picture of the strengths and weaknesses of their class. By recording the component scores and tallying up the number of students scoring below an acceptable level on each component, instructors can identify those skills or concepts that need more instructional time and student effort. Posted November 12, 2014 by Monica Fuglei in Featured Stories These pieces of writing might measure well on a rubric, but result in students who do not have confidence in their own ability to decipher the rules of writing without using a rubric as a guideline for creation. Another critic of rubrics examples of a essay for a scholarship, Maja Wilson, suggests that writing offers its own set of criteria and that each piece should be examined individually. Analytical rubrics are broken down into a grid explaining different measurement levels of each criteria. The grading process involves matching student performance to certain levels under each criteria — poor, satisfactory, or exceptional cover letter to a company of interest, for example — then adding the results to arrive at a final grade. As a composition instructor, I’ve struggled with my own rubrics of late, trying to modify an analytical rubric or redesign a holistic rubric for different assignments. I’ve even asked students to design their own rubric in order to examine what they perceive as important criteria for the assessment of their essays. Ultimately is critical thinking hard, though, I may abandon rubrics altogether for a style that emphasizes deliberate contrast and compare essays topics, student-focused feedback as a part of the writing process and prioritizes critical thinking and creativity. Even when they’re modified to allow for more commentary on student strengths and weaknesses, some educators are convinced that rubrics do a fundamental disservice to students’ ability to learn. Rubrics, say critics, result in standardized measurement of standardized writing, which is hardly the purpose of writing instruction. Rubrics are generally something that makes the life of an educator easier. Rather than adding an arbitrary grade to an assignment, with rubrics educators are able to determine exactly where a student’s work excelled beyond expectations and exactly where it lacked quality. Although they are highly valuable tools, creating rubrics can be a difficult and time consuming process. That is make me write my paper, it used to be a difficult and time consuming process until you found out about these 5 best free Rubric making tools for teachers.
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I would babysit Cody every day after school for at least two to three hours. We would play Scrabble or he would read to me from Charlotte’s Web or The Ugly Duckling. He would talk a lot about his friends and school life, and I would listen to him and ask him the meanings of certain words. He was my first friend in the New World. That’s kind of what this writer does: he buries a series of hints (one in each paragraph) that he “explodes” in the final paragraph. In short: Show 4: "Mrs. Ortiz taught me the value of discipline." After I finished the exchange student program, I had the option of returning to Korea but I decided to stay in America. I wanted to see new places and meet different people. Since I wasn’t an exchange student anymore, I had the freedom--and burden--of finding a new school and host family on my own. After a few days of thorough investigation, I found the Struiksma family in California. They were a unique group. 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By teaching me English, nine year-old Cody taught me the importance of being able to learn from anyone; the Martinez family showed me the value of spending time together as a family; the Struiksma family taught me to reserve judgment about divorced women and adopted children; Mrs. Ortiz taught me the value of discipline and the Dirksen family taught me the importance of appreciating one another’s different qualities. Show 2: " the Martinez family showed me the value of spending time together as a family" (implication: he doesn't have this with his own family) The Dirksen family had three kids. They were all different. Danielle liked bitter black coffee, Christian liked energy drinks, and Becca liked sweet lemon tea. Dawn, the host mom didn’t like winter, and Mark a good thesis example of thesis paragraphs, the host dad, didn’t like summer. After dinner, we would all play Wii Sports together. I was the king of bowling, and Dawn was the queen of tennis. I don’t remember a single time that they argued about the games. Afterward my career essay sample, we would gather in the living room and Danielle would play the piano while the rest of us sang hymns. Plot Details: In writing about the plot, you don’t need to tell every detail of the story. Instead, focus on the main sequence of events. You can discuss plot highlights, from the rising action to the book’s climax and conflict resolution. Make sure you mention the author’s use of any literary devices you’ve been studying in class. In the first step, prewriting, you’ll plan what you want to say. An outline is a great prewriting tool for book reports. Start your book report outline with the following five ideas. Each idea should correspond to a paragraph: Rely on Your Writing Training to Write Book Reports What’s the Book About? Personal Evaluation and Conclusion How to Write a Book Report "Go Tell It on the Mountain" is a 1953 novel by James Baldwin. The novel was ranked 39th on the Modern Library list of 100 Best English-Language Novels of the 20th century and was included in Time Magazines 100 Best English-Language novels from 1923 to 2005. The novel deals heavily with the Pentecostal churches role in the … [more] Published in 1905 custom writing case study, "The Scarlet Pimpernel" is a historical romance written by Baroness Emmuska Orczy. It is set during the French Revolution and follows the exploits of the Scarlet Pimpernel. He is the original hero with a secret identity. He is the precursor to such characters as Zorro and Batman. The story opens with some … [more] "Out of Africa" is a memoir written by the Danish Baroness Karen Von Blixen-Finecke and it's published in 1937. The book is a retelling of many stories from Blixen's seventeen years living on a coffee plantation in Kenya which was then know as British East Africa. The plantation was attended by local African Native's who were … [more] Where did the story take place? Was it in a city or on a farm? Was it a made-up place or somewhere in outer space? Give a good description of the place with as much detail as possible. When you're finished writing the report, read it over carefully to make sure everything is spelled correctly. You can ask a grown up to help look for spelling mistakes too. Supervision online provides a number of different ways in which students can contact their supervisor. Students commented that this was usually done by email, but making a compulsory initial Skype or telephone call with the supervisor would be helpful, as “that way, the relationship will kick off immediately without delay” [respondent 8]. One student suggested that this needed to continue as supervisors “did not have any dedicated time over the phone to talk through issues, just quick emails or ad hoc phone calls” [respondent 26]. Sceptics of e-distance learning courses may use any accounts of student dissatisfaction to add to their concerns about this learning method. Even advocates of e-learning recognise that “students miss those serendipitous moments of learning that so often occur in a F2F [face-to-face] environment—the overheard remark, the discussion in the hallway, the before-class updates” (Sanders, 2006). Few would doubt the potential value of these interactions. Yet higher levels of interaction can occur between student and tutor in an e-learning environment compared with face-to-face courses (Swan, 2006). Of particular value to working adults enrolled on an e-distance learning programme is that these communications do not need to be in ‘real time’, enabling students to effectively communicate with peers and supervisors at their convenience (Abrami et al. 2012). Furthermore, communicating with students using email means that they can refer back to communications with their supervisor, which is a potential advantage over face-to-face interactions with a supervisor. Sanders, R. (2006). The “Imponderable Bloom”: Reconsidering the role of technology in education. Innovate Journal of Online Education, 2 (6). Carroll, C. Booth, A. & Papaioannou, D. (2011). Experiences of e-learning and its delivery among learners who work: A systematic review. In R. Poell & M. Woerkom (Eds.), Supporting workplace learning (pp. 47–67). Springer Science & Business Media. doi:10.1007/978-90-481-9109-3_4 Of the 45 students submitting a dissertation, 82% (37) responded to the survey. The majority of students, 85% (28) were satisfied or very satisfied with the dissertation course overall. Levels of satisfaction remained high for many of the components examined. Differences were observed for part time and full time students, and for the type of dissertation, but these were not significant. Similarly, non significant findings were observed for associations between satisfaction and the estimated number of contacts initiated with their supervisor, and for the time spent working on their dissertation. The constant comparative analysis identified key themes and feedback included ‘self development’, ‘peer support’, and ‘writing skills’. Collis, B. & Wende van der, M. (2002). Models of technology and change in higher education: An international comparative survey on the current and future use of ICT in higher education. Enschede: CHEPS. Postgraduate courses often include a research or project based dissertation, and students are allocated an academic supervisor to support this process (Meeus *, Van Looy, & Libotton, 2004). The supervisor-student relationship is another important factor in the students’ performance and their levels of satisfaction (de Kleijn, Mainhard, Meijer, Pilot, & Brekelmans, 2012). Attention on this topic has usually focused on the dissertation for postgraduate research students (PhD). This overlooks the needs of masters students, despite their greater number (Anderson i need help with my essay writing, Day, & McLaughlin, 2008). Furthermore, few have attempted to evaluate the quality of the entire dissertation process (Aspland, Edwards, O’Leary, & Ryan, 1999), and move beyond the influence of the supervisor to examine the provision and access to resources and other institutional factors (Buttery & Ruchter, 2005). Finally, we found no studies examining student satisfaction with their dissertation unit as part of an e-distance learning programme. This gap needs to be reduced if we are to use evidence informed approaches to increase the quality of future courses whilst enhancing the student experience. The majority of questions used a four-point Likert scale. The analysis calculated frequencies and percentages for questions using the Likert scale. Fishers exact test was used to test for associations between levels of satisfaction and registration status, type of dissertation model, and level of contact with supervisor. Open ended/free text questions were used to obtain information on a number of themes. These were analysed using the constant comparative method (Maykut & Morehouse, 1994). Students were asked to estimate the amount of time they spent working on their dissertation overall, in numbers of hours which were then rounded up or down to the nearest whole number. This variable was not normally distributed and the Kruskal Wallis test was used to test for an association between overall satisfaction and the median time spent working on the dissertation. The study was conducted as part of a service evaluation. Ethical approval and participant signed consent was not required. Students could opt out by not completing the survey without giving any reason. Students were asked “overall, how could we improve information covered in the blackboard dissertation skills unit?”. Two main themes were identified in the analysis, ‘writing and structure’ and ‘assessment’. Chen, P.-S. D. Lambert, A. D. & Guidry, K. R. (2010). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers & Education, 54 (4), 1222–1232. doi:10.1016/j.compedu.2009.11.008 Childs, S. Blenkinsopp, E. Hall essay on best friend, A. & Walton, G. (2005). Effective e-learning for health professionals students - barriers and their solutions. A systematic review of the literature - findings from the HeXL project. Health Information and Libraries Journal, 22 (S2) college written essays, 20–32. Five questions were used to assess student satisfaction with the potential for and the actual supervision they received. The dissertation handbook outlined that students could expect around 16 hours of support from their supervisor over the academic year, and that they should allow up to 10 working days to receive feedback on written work. At least 85% of students were ‘satisfied’ or ‘very satisfied’ across these areas (Table 7). As many as 15% (5) of students expressed some level of dissatisfaction with the amount of supervision they received, the amount of feedback given, and the extent they felt their supervisor supported them. Weller, M. (2011). The digital scholar. Bloomsbury Publishing PLC. doi:10.5040/9781849666275 All students submitting a dissertation as part of their master’s programme in Public Health were sent an electronic survey to complete, in September 2012. The 34 item questionnaire used a four point Likert scale for students to rate levels of satisfaction across key components of the course, including preparatory materials, study skills, and support, and with the amount and content of supervision. Open ended/free text questions were used to determine factors associated with levels of satisfaction and to gain student feedback on the course overall. The constant comparative method was used to identify key themes from the free-text responses. We gained considerable insight into the experience of students taking a dissertation unit on an e-distance learning master’s course in public health. It was encouraging to find that the majority of students were satisfied or very satisfied with the course unit overall, and with particular dimensions that we assessed. Our findings show that students were well-informed about the dissertation process, had access to usable, relevant information, and received good levels of supervisory support. We did expect to see some variation in levels of satisfaction for the different items assessed because of different academic and professional experiences at the start of the course. Moreover, their reasons for registering on the e-distance learning master’s degree (Chen, Lambert, & Guidry, 2010) and their use of e-learning technology varied widely and this may have influenced their general satisfaction. The student feedback confirms how we largely accommodated these varied needs to the satisfaction of the student. Previous authors have described the master’s dissertation as “an elusive chameleon” and a source of confusion and student dissatisfaction (Pilcher, 2011). However, our evidence suggests that providing student-orientated resources and support, informed with relevant pedagogical evidence, can provide clarity and transparency to the requirements of the final product. Thomas, J. (2013). Exploring the use of asynchronous online discussion in health care education: a literature review. Computers & Education. doi:10.1016/j.compedu.2013.07.005 Gemmell examples of written term papers, I. Harrison, R. Clegg, J. & Reed, K. (in press). Internationalisation in post graduate education: Student views on the impact of learning alongside students from other countries on an online distance learning master of public health programme. Innovations in Education and Teaching International. Students where then asked to comment on “how could we improve information for students about the dissertation unit?”. The constant comparative analysis identified four main themes, ‘developing the dissertation proposal’, ‘time planning’, ‘peer support’, and ‘location of information’. The Sloan Consortium. (2013). Sloan-C Quality Framework. The 5 Pillars. A number of students wanted to have been given more information and support to develop the initial dissertation proposal. This included a “live chat forum” [respondent 27] to discuss their ideas with a tutor during office hours and more examples of previous dissertations which included the marker’s critique. Another suggested “more video content on how to go about doing the dissertation, to choose the topic and type of work, emphasise the number of hours needed to complete. ” [respondent 28]. Kuo, Y. Walker, A. Belland, B. & Schroder, K. (2013). A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distance Learning, 14 (1), 16–39. In September 2012, 45 students were expected to submit a completed dissertation and they were all sent a copy of the online survey. The number of students responding to the survey was 37 (82%). The majority of respondents, 33 (89%) were part time students, compared with 4 (11%) doing the course full time. This compares with 38 (84%) part time and 7 (16%) full time students taking the dissertation that year. For reasons unknown, three students only answered the first four questions, leaving 34 students who completed the full survey. Some students were clearly frustrated at the apparent lack of availability of their supervisor, and sometimes there were “long gaps in communication such as my supervisor being away for extended periods of time that I was not aware of” [respondent 15]. Another commented that “I was provided with a supervisor who was not available during the final months of writing my dissertation, which was when most of my work was to be done” [respondent 32] and “I was somewhat surprised that my supervisor was on holiday in the time leading up to the deadline for the dissertation” [respondent 13]. Students were asked to estimate how often they initiated contact with their supervisor, with the options of once a week, once a month, every three months, or less than once every three months. Just over half the students, 19 (56%), stated that they initiated contact with their supervisor at least once a month, 9 (26%) about once every three months, and 5 (15%) less than three times over the dissertation year. One student initiated contact with the supervisor on a weekly basis. There was some variation in the level of satisfaction with the course overall and the amount of time students contacted their supervisor (Table 6). The results suggest that students who initiated contact at least once a month were more likely to have had a positive experience of the course. However these findings were not statistically significant (Fishers exact test = 2.423 cover page for essay, p = 0.694). The aim of the current study was to measure student satisfaction with the dissertation course as part of a fully online distance learning master’s programme in public health. Arambewela, R. & Hall, J. (2009). An empirical model of international student satisfaction. Asia Pacific Journal of Marketing, 21 (4), 555–569. doi:10.1108/13555850910997599 Maykut, P. & Morehouse, R. (1994). Qualitative data analysis: Using the constant comparative technique. In Beginning qualitative research: A philosophical and practical guide (pp. 126–50). London: Falmer Press. Sahin, I. & Shelley, M. (2008). Considering students’ perceptions: The distance education student satisfaction model. Educational Technology & Society, 11 (3), 216–223. Driscoll, A. Jicha sample master thesis report, K. Hunt, a. N. Tichavsky, L. & Thompson, G. (2012). Can online courses deliver in-class results. A comparison of student performance and satisfaction in an online versus a face-to-face introductory sociology course. Teaching Sociology thesis theme skins wordpress, 40 (4), 312–331. doi:10.1177/0092055X12446624 Three main themes were identified when students were asked “how supervision could be improved”. These were ‘methods of communication’, how to use a supervisor’, and ‘availability’. Some students used the question as an opportunity to reflect on their own learning and self-development gained whilst taking the dissertation unit. One noted their achievement in producing a dissertation, and another had gained confidence in understanding what they had learnt. One student described the dissertation unit as “a voyage of self-discovery” [respondent 25]. Whilst writing a dissertation was challenging, they had adequate support. One student commented, “had to do my own readings and research to do the [systematic] review” [respondent 16], suggesting that this had been unexpected. One felt that “for someone who is not research minded like me, it will always remain a necessary evil” [respondent 5], whilst another reflected on relief with “the fact that it is over now” [respondent 6]. In September 2012, all students submitting their dissertation were invited to complete an online satisfaction survey which was sent to their university email address. The survey was produced and distributed using SelectSurvey.net version 4.07. The invitation email provided an overview of the survey with a clear statement that it was anonymous. A reminder was sent two weeks later, and two weeks after that the survey was closed. The survey was distributed after students had submitted their dissertation but before they received their marks. Halsne, A. & Gatta, L. (2002). Online vs. traditionally-delivered instruction: A descriptive study of learner characteristics in a community college setting. Online Journal of Distance Learning Administration, 5 (1). Keywords. Supervision; dissertations; thesis; master’s degree; postgraduate; satisfaction Students said that they would have liked more guidance and information on how to write and structure a dissertation: “the dissertation course had several good ideas and provided guidance but for students who had never written a dissertation, more help on the actual writing process would have been helpful” [respondent 33]. Some students came up with helpful suggestions including a video from the tutor and from past students, to talk about some of the more practical aspects of writing a dissertation: “even a video of a past student(s) indicating what they did and what they would do differently” [respondent 9] and “it would have been helpful to learn different practical approaches that work well for others such as outlining the chapters and then starting a file for each chapter” [respondent 34]. Bolliger, D. & Halupa, C. (2012). Student perceptions of satisfaction and anxiety in an online doctoral program. Distance Education, (May 2013). 37–41. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/01587919.2012.667961 Naidoo, V. (2005). From policy to implementation. In A. Hope & P. Guiton (Eds.), Strategies for open and sustainable distance learning: World review of distance education and open learning (1st ed.). London: Routledge. Allen, I. & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Newburyport, MA: Sloan Consortium. Coughlan, S. (2013, February 27). Willetts urges UK universities to put courses online. BBC News. Retrieved from http://www.bbc.co.uk/news/education-21603703 The 34 item questionnaire sought levels of satisfaction with the themes: (1) preparatory information, (2) study skills resources, and (3) supervision. Information was also collected on registration status (full or part time) and the type of dissertation model selected by the student. It was not possible to collect more detailed information on baseline characteristics as this could have broken the student’s anonymity. Roger Harrison, Isla Gemmell, and Katie Reed Students were asked “overall, how would you rate your experience of the dissertation unit?” Of those responding, 85% (28) replied that they had had a very positive or positive experience overall. Only 15% (5) of students said that their experience was not so good. Student experience was observed to vary between part time and full time students, with only part time students expressing a less than positive experience (Table 2). These differences were not statistically significant (Fishers Exact test = 0.830, p = 1.000). Most dissertation students had selected the option of a systematic review (41%) and only one student responding to the survey had submitted a dissertation based on a qualitative/theoretical study (Table 1). Aspland, T. Edwards, H. O’Leary, J. & Ryan, Y. (1999). Tracking new directions in the evaluation of postgraduate supervision. Innovative Higher Education, 24 (2), 127–147. Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers & Education, 48 (2), 185–204. doi:10.1016/j.compedu.2004.12.004 Anderson, C. Day, K. & McLaughlin, P. (2008). Student perspectives on the dissertation process in a master’s degree concerned with professional practice. Studies in Continuing Education, 30 (1), 33–49. doi:10.1080/01580370701841531 Quan-Baffour, K. & Vambe, M. (2008). Critical issues in the supervision of post-graduate dissertations in distance education environments. Open Education sample of essay on myself, 4 (1), Section One. E-learning refers to ‘learning facilitated and supported through the use of information and communications technology’ (JISC, 2007). This includes complete distance learning through to its inclusion in face-to-face/classroom teaching (blended or hybrid learning). The internet is now a central teaching platform, with over a quarter of students in higher education registered on an e-learning course in America (Allen & Seaman, 2013). In England, senior politicians described e-learning as an ‘historic opportunity’ for students and educators (Coughlan, 2013), as societies become more ‘digitised’ (Weller, 2011). Students felt that they had been adequately prepared to start work on their dissertation. They valued an opportunity to select a topic/question related to their current employment and/or particular interests. Students appreciated the amount of information available about the different aspects of the dissertation process. Generally, this was easy to access, and any questions sent to members of staff, including the administrative team, were quickly answered. Some were disappointed that the supervisor was not allocated until their dissertation proposal had been accepted and had wanted “discussion with experienced supervisors for how to go about choosing a dissertation topic right at the beginning of the dissertation” [respondent 27]. A dissertation is a requirement of many post graduate courses. Yet there is surprisingly little published evidence about the student experience of this important aspect of the course. Even fewer studies have reported levels of student satisfaction with their dissertation unit on an e-learning course. As such, the current study helps to plug an important research gap. Our findings are at least comparable to levels of overall satisfaction reported in the UK National Student Survey, with an average of 85% of students satisfied with the quality of a course (HEFCE, 2012). Whilst this national survey of higher education includes face-to-face and online learning courses, it acts as a benchmark for students’ experiences with the MPH. Bennett using i in research papers, S. Bishop, A. Dalgarno, B. Waycott, J. & Kennedy, G. (2012). Implementing Web 2.0 technologies in higher education: A collective case study. Computers & Education, 59 (2), 524–534. doi:10.1016/j.compedu.2011.12.022 Batalla-Busquets, J. & Pacheco-Bernal, C. (2013). On-the-job e-learning: Workers’ attitudes and perceptions. The International Review of Research in Open and Distance Learning, 14 (1), 40–64. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1304/2417 The survey highlights the need to provide better personal communication with our students before and after their dissertation proposal has been approved. In the current system, students are not allocated a supervisor until their proposal has been approved. Thus, whilst having access to the learning resources, they are expected to develop their own ideas into a workable proposal before they receive support from a supervisor. Public health covers a very wide breadth of topics making it difficult to identify a suitable supervisor until the student’s dissertation topic is known. Moreover, public health professionals need to be able to develop independent skills in evidence based practice, which includes identifying, framing, and answering a particular question and then making sense of the information. Thus the current process acts as a gateway to the more independent component of the dissertation course. In addition to the dissertation skills unit and other resources, students can use the discussion board in Blackboard to raise ideas and queries about their dissertation, and to receive feedback from other students, respond to other students, and with further postings from the dissertation tutor (RAH). Discussion boards have been found to be a valuable tool to support students in healthcare environments (Thomas, 2013). Despite the reasons for our current process, we do need to consider how we can be more proactive during the preliminary stages, given the feedback presented in this survey. The median number of hours estimated by students to have spent working on their dissertation was 250 (range 40-2,000). (Figure 1) The dissertation handbook is a central point for information on the dissertation process and administrative procedures. It includes a section on “What is the role of a supervisor?” and “What students can realistically expect”. There is a self-directed learning unit which covers the following key topics: “What is a dissertation?”; “How to select and write a suitable proposal”; “How to write a critical literature review”; and “How to present your work”. This includes structured learning materials and a range of resources including short video presentations from dissertation tutors and PowerPoint presentations. Other resources include online access to copies of previous dissertations that were awarded a distinction and links to writing and study guides. Buttery, E. & Ruchter, E. (2005). An overview of the elements that influence efficiency in postgraduate supervisory practice arrangements. International Journal of Educational Management, 19 (1), 7–26. There was some variation in the levels of satisfaction with the course overall by the type of dissertation model students had chosen to do (Table 3). Most students expressed at least a positive experience. However, these findings are difficult to interpret because of the small number of students within each category and percentages have not been presented. Five questions sought information about student satisfaction with the preparatory information about the dissertation unit. At least 71% (24) of students were satisfied or very satisfied with each of these five areas (Table 4). A small number of students expressed some level of dissatisfaction with one or more items relating to the preparatory information. The wide range of resources available to all students are designed to help prepare them for the dissertation unit and to provide further support and direction over the 12-month writing period. Giving access to the resources as soon as students register for the MPH gives an opportunity for students to familiarise themselves with the material and to help them think about ideas for their dissertation earlier in the course. Means, B. Toyama, Y. Murphy, R. Bakia, M. & Jones, K. (2009). Evaluation of evidence-based practices in online learning. (M. Barbara, T. Yukie, M. Robert, B. Marianne, & J. Karla, Eds.) Structure, 15 (20), 94. Retrieved from http://newrepo.alt.ac.uk/629/ Ke, F. & Kwak, D. (2013). Constructs of student-centered online learning on learning satisfaction of a diverse online student body: A structural equation modeling approach. Journal of Educational Computing Research, 48 (1), 97–122. doi:10.2190/EC.48.1.e Our findings support the view that a master’s level dissertation unit on an e-distance learning programme can achieve high levels of student satisfaction. These findings are important given the lack of existing evidence on this particular topic, despite the established requirement for a dissertation on master’s programmes, and the now established use of e-distance learning programmes. Our findings highlight the need to provide the right environment for effective student-supervisor communication and to further develop appropriate social learning communities to support dissertation students. An interesting comment made by one student reflected that the students' use of the dissertation materials was not formally assessed. They suggested that it would complement the material in the core taught unit Evidence Based Practice: “the idea is not only use EBP learning in the dissertation but think in the dissertation while learning EBP” [respondent 17]. Thus dissertation skills could form part of the assessment in the core unit Evidence Based Practice. Abrami what is a masters thesis defense, P. C. Bernard, R. M. Bures, E. M. Borokhovski, E. & Tamim, R. M. (2012). The next generation of distance education. In L. Moller & J. B. Huett (Eds.), The next generation of distance education: Unconstrained learning (pp. 49–69). Boston, MA: Springer US. doi:10.1007/978-1-4614-1785-9 Online distance learning (e-learning) is now an established method for providing higher education, in the UK and across the world. The focus has largely been on developing the technology, and less attention has been given to developing evidence-informed course provision. Thus the effectiveness of this teaching approach, and its acceptability to students, is, at times, uncertain. Many higher education courses require students to submit a dissertation. Traditional face-to-face courses will include meetings between the student and an allocated supervisor, to support the dissertation component of the course. Research into the supervisory relationship and student satisfaction has focused on doctoral students. Little is known about the experiences of students studying for a master’s degree. Cook, D. Levinson, A. & Garside, S. (2008). Internet-based learning in the health professions: A meta-analysis. Journal of the American Medical Association, 300 (10), 1181–1196. McCallin, A. & Nayar, S. (2012). Postgraduate research supervision: A critical review of current practice. Teaching in Higher Education, 17 (1), 63–74. We were unable to identify an existing validated satisfaction survey that was applicable to an e-distance learning course in an international context. Where possible, we used previously published studies to inform the dimensions assessed and the construction of the questions (Arambewela & Hall, 2009). Moreover, we couldn’t explore predictors of satisfaction including gender, age, and previous educational attainment, as this would have reduced the likelihood of maintaining student anonymity. Similarly we had no information on previous use of e-learning and confidence with technology . For the MPH, the dissertation course is the final part of the master’s programme. Students register for the dissertation course after passing three core units (Evidence Based Practice, Fundamentals of Epidemiology, and Biostatistics) and five optional units, selected from 16 available units covering a range of public health themes. Each unit is worth 15 credits and based on 150 hours study time per unit. The dissertation is worth 60 credits and needs to be within a word length of 8,000 to 10,000 words. Students have up to 12 months to complete and submit the final dissertation. Unlike more traditional postgraduate courses, on the MPH students do not carry out primary research. Instead, they select from one of five different models, designed to reflect the diversity of public health learning needs requirements. These are (1) a research grant proposal, (2) an adapted quantitative or qualitative systematic review, (3) an analysis of existing data sets, (4) a public health/outbreak report, or (5) a qualitative theoretical study. After registering for the dissertation unit, students have up to 12 months in which to submit their thesis. Sharpe, R. & Benfield, G. (2005). JISC research elearning experience & pedagogy. JISC. The ‘free-text’ question asked students “What key issues/experiences influenced your answer to this question?”. The constant comparative analysis identified two main themes from their responses to this question, ‘preparedness’ and ‘self development’. One student thought that it would have helped to have seen “hints and tips” [respondent 7] from previous students who had completed the dissertation unit. Another thought it would be a good idea to regularly summarize individual questions from students and produce a ‘live’ updated Frequently Asked Questions [respondent 14] section as an addendum to the handbook. Pilcher, N. (2011). The UK postgraduate master’s dissertation: An “elusive chameleon”? Teaching in Higher Education, 16 (1), 29–40. doi:10.1080/13562517.2011.530752 Despite the variation in levels of satisfaction, and the comments raised above, many students commented positively on the quality of the dissertation unit. Many comments reflected the following sentiments: “Overall you are doing well” [respondent 26] and “I actually think that it is at a very high level already” [respondent 3]. Several students praised their own supervisor, with “the supervision I got from XXXXXX was excellent in every sense…..she epitomised a good supervisor in every sense” [respondent 2] or “XXXX was excellent, supportive and flexible……I could not have asked for better supervision” [respondent 4], and “it was like no other I have gotten in previous studies” [respondent 2]. Eight questions sought information on levels of satisfaction with the general study skills and resources section of the dissertation unit. The majority of students were satisfied or very satisfied with guidance on completing the dissertation proposal form (91%), the content in the self-directed teaching unit (91%), and the amount of general information on writing a dissertation (86%). But at least 26% (9) were less than satisfied with four of the other seven items examining this area (Table 5). De Kleijn, R. A. M. Mainhard, M. T. Meijer, P. C. Pilot, A. & Brekelmans, M. (2012). Master’s thesis supervision: Relations between perceptions of the supervisor–student relationship, final grade, perceived supervisor contribution to learning and student satisfaction. Studies in Higher Education, 37 (8), 925–939. doi:10.1080/03075079.2011.556717 The feedback from students in the current survey lends support to continued training for new and existing supervisors. This needs to remain responsive to the needs of our dissertation students and to reflect any changes in the course delivery and available use of technology (McCallin & Nayar, 2012). We are well aware of the rapidly developing technology to deliver and support e-learning programmes. At times, this challenges existing teaching methods and raises new pedagogical approaches compared with on-campus supervision (Abrami, et al. 2012). A particularly attractive development following Web 2.0 technology is the ease at which social learning communities can be created. These can provide a virtual space for supervisors and their students, and/or be restricted to their peers to interact in various ways (Batalla-Busquets & Pacheco-Bernal, 2013; Bennett, Bishop, Dalgarno, Waycott, & Kennedy, 2012). A systematic review found that communication was a key theme in the literature exploring e-learning for adult learners who work (Carroll et al. 2011). The authors of the review suggested that this social learning interaction is perhaps more influential amongst working adults in higher education, as students are likely to have shared professional beliefs and experiences, enhancing their potential to learn from each other (Carroll et al. 2011). However, as with all new technologies, we need to ensure that an approach like this would increase student satisfaction, amongst other things, which is currently uncertain (Kuo et al. 2013). Similarly, we would need to consider the role (or not) of supervisors in social learning communities (Zhang, Perris, & Yeung, 2005). A strength of our study is the combination of fixed question responses and open-ended questions. The latter provided further insight into student satisfaction and factors influencing this. The good response rate increased the generalizability to students enrolled on this course. Students did not always report equal levels of satisfaction for each of the items considered. This heterogeneity suggests that students were reflecting on their experience specific to each question item, rather than applying a generic response to hasten completion of the survey, thus indicating good validity of the survey methods. We acknowledge that our findings are based on a single academic year and the sample size might have been underpowered to identify statistically significant relationships in the analyses carried out. This paper is focused on distance learning programmes provided over the internet. These ‘e’-learning courses offer a number of possible advantages to students, including flexibility regarding their location of study, choice when they engage with the course materials, and more control over their individual pace of learning (Childs, Blenkinsopp, Hall, & Walton, 2005). Students with an internet connection, regardless of their location in the world, can register for e-distance learning courses. Evidence reviews find that e-learning can be as effective and at times more effective than face-to-face teaching in higher education (Cook, Levinson, & Garside, 2008; Means, Toyama, Murphy, Bakia, & Jones, 2009). It is a preferred choice for many groups of students (Halsne & Gatta, 2002) and can result in similar levels of student satisfaction when compared with face-to-face approaches (Allen, Bourhis, & Burrell, 2010; Driscoll, Jicha, Hunt, Tichavsky, & Thompson, 2012). Consequently, e-distance learning courses have the potential to provide access to effective higher education for hundreds of thousands of students who had previously been disadvantaged by their geographical location (Naidoo, 2005) and the challenge of studying whilst working (Collis & Wende van der, 2002). The aim of the study was to assess student satisfaction with key elements of a dissertation course, including but not limited to supervision, as part of a master’s in public health (MPH). The MPH was established in 2001 by the University of Manchester, England (www.manchester.ac.uk/mph) and it is a fully online e-distance learning programme. Each year, the course accepts up to 100 new students onto the full or part time programme, of whom usually two thirds reside in the UK and Europe, and a third in the rest of the world. The course is delivered completely over the internet using the virtual learning environment Blackboard 9 (www.blackboard.com). A range of ideas were put forward by students to help increase future satisfaction with support for keeping on track towards the submission date. This included sending a timeline of key dates and stages for the dissertation unit to all students at an early stage. Others suggested an email to “prompt what stage students should be at with their dissertation” [respondent 24]. Student satisfaction with an e-learning course is influential in their learning journey. It has been shown to have a positive effect on motivation and engagement with the course materials, and is linked with overall course performance (Sahin & Shelley, 2008; Wickersham & McGee, 2008). Students found to be dissatisfied with a course are more likely to end their studies early (Levy, 2007). Given the centrality of student satisfaction to students and course providers, it is ironic that “in general [there is] a scarcity of studies of the learner experience” to inform the development and delivery of future e-learning courses (Sharpe & Benfield, 2005). Key factors known to influence student satisfaction on e-learning courses include the relevance of the course materials examples of case studies for social workers, the learner’s autonomy, and their competence with technology (Ke & Kwak, 2013; Bolliger & Halupa, 2012; Carroll, Booth, & Papaioannou, 2011). Generally high levels of satisfaction were received from students studying a dissertation course as part of a fully online distance learning programme in public health. Areas for further improvement were identified and the results act as a benchmark for future quality enhancement. These findings suggest that appropriate information, study skills, and supervisory support can be provided in an online distance learning programme, for students taking a master’s level dissertation course. Students are encouraged to develop their own ideas for their dissertation. Many use work-based experiences and/or career aspirations to form the basis for their dissertation. Students submit a dissertation proposal using a structured application form to frame their ideas and methodology. They then receive written feedback from three dissertation tutors. This process is intended to ensure that the student’s ideas have the potential to meet the requirements for the dissertation, within the time permitted and the resources available to the student. Once students have a satisfactory proposal for their dissertation, they are put in touch with a supervisor to support the remainder of their work. Most supervisors are based within the University of Manchester. Senior academics are self-selected for this role, to match them with the student’s dissertation topic and the selected dissertation model. All supervisors are invited to training sessions and/or are sent written guidance. They also have access to the same learning and support materials as the student. Supervisors can seek additional support at an individual level from the course dissertation lead (RAH). As a guide, supervisors are expected to provide around 16-20 hours of supervisory support in total, over the academic year. This includes responding to student queries, giving feedback on their written work, and providing general guidance, information, and support. In the initial stage, supervisors are encouraged to provide an introductory email to their student, and to agree mutually acceptable methods for communication (e.g. email, telephone, Skype, Google+). Similarly, in the initial stages, students are encouraged to introduce themselves to their supervisor and to identify any immediate or potential future learning needs. The whole process is monitored by the course dissertation lead (RAH), who can also respond to individual queries and further support needs from students and their supervisor. Our previous research has shown that diversity in the student population can enrich the experience of individual students on an e-distance learning programme (Gemmell, Harrison, Clegg, & Reed, 2014). The current study examines student satisfaction with the dissertation course as part of an e-distance learning master’s programme in public health. Student satisfaction is an important quality indicator of any course and regarded as one of ‘five pillars’ of quality in e-learning, alongside learning effectiveness, access, faculty satisfaction, and institutional cost effectiveness (The Sloan Consortium, 2013). In the UK, the National Student Survey includes measures of student satisfaction, amongst other things “to contribute to public accountability and help inform the choices of prospective students” (HEFCE, 2012). As part of their marketing strategy, course providers will wish to show high levels of student satisfaction in these publically available league tables. With a rise in student fees and expectations, this type of information will no-doubt be a key component of a student’s decision to register for a particular course. Having been allocated a supervisor, a number of students went on to report dissatisfaction with the amount, timing, and purpose of the supervisor-student contact. As one might expect, this interaction is a key factor effecting student satisfaction (Kuo, Walker, Belland, & Schroder, 2013). Our study suggests that some supervisors need to be more proactive in communicating with their supervisees, and to provide better timely and constructive support. This includes providing students with relevant educational ‘scaffolding’ that encourages them to reflect on their ideas and to use this as part of the learning process (Quan-Baffour & Vambe, 2008). Supervisors also need to be encouraged to use their own and other real life examples, to support the students’ understanding and self-reflection (Sahin & Shelley, 2008). Allen, M. Bourhis, J. & Burrell, N. (2010). Comparing student satisfaction with distance education to traditional classrooms in higher education. A meta-analysis. American Journal of Distance Education (May 2013). 37–41. Several students had found difficulties in accessing information, and that whilst the “information was adequate….I did find that it was not always to be found in the place I expected” [respondent 13]. One solution offered was to put everything into the dissertation handbook rather than having it in different places within the dissertation unit in Blackboard. Wickersham, L. & McGee, P. (2008). Perceptions of satisfaction and deeper learning in an online course. Quarterly Review of Distance Education, 9 (1), 73–83. Meeus *, W. Van Looy, L. & Libotton, A. (2004). The bachelor’s thesis in teacher education. European Journal of Teacher Education, 27( 3), 299–321. doi:10.1080/0261976042000290813 Students made a few comments relating to the process of working with a supervisor. Several students identified a need for them to be encouraged to make contact with their supervisor initially, and then during the supervisory period and that “I imagine this is a common issue for some students” [respondent 11]. The idea of using a survey part way through the course was seen by one student as another way of encouraging student to supervisor contact. One commented that “the dissertation process is difficult, and supervisors can be over-critical sometimes even contradicting earlier directives given, which can be frustrating” [respondent 5]. 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Write your first draft When you are analysing the question: Before you start writing, you need to research your topic and find relevant and reliable information. You will find some in your course materials and recommended readings, but you can also try: Planning your assignment will help you get focused and keep you on track. Once you have a comprehensive plan or structure against abortion essays arguments, go back to the question. Check whether your plan fully answers the question and addresses all the specific issues in it. You could break it down further into subtopics, headings or questions you want to answer. Use your notes, and sketch out the main ideas and points you think you want to cover. You may want to try mind maps, spider diagrams 185 toefl essay topics, concept diagrams or post it notes to organise the structure. Remember a structure is only a guide, it may change as you progress with your assignment. It is a good idea to take draft stops at all the above stages. At a draft stop, you will leave writing for a day or two and come back to it with fresh eyes, you will be better able to spot mistakes, and places where editing down, expanding or rewriting will help improve the piece. Planning the time. part of planning for assignments will always be to ask yourself how long you should devote to this assignment. Do not underestimate the time required to complete an assignment to a high standard. Be sensible about it and plan to work on the assignment steadily; this will allow you time to process all the information while at the same time considering your analysis/argument. First drafts. For example, your first draft may sketch out your first thoughts i believe essays ideas, arguments and potential structure, and you may want to review and check these: are you focussed on the right topics? Is your structure and line of thought sensible? – Continuity of ideas – When you get to the middle of assignment, things can get confusing. You have to make sure that the ideas are flowing continuously within and between paragraphs an essay on my best friend, so the reader will be enabled to follow the argument easily. Dividing the work in different paragraphs is very important for this purpose. – Summarizing the main points briefly – Critical thinking – Academic writing has to be characterized by critical thinking curfew essay, not only to provide the work with the needed level, but also because it takes part in the final mark. – Word count – the word count of your assignment mustn’t be far above or far below the required word count. The outline will provide you with help in this aspect, so make sure to plan the work in order to keep it within the boundaries. This is an example of including the above mentioned points into the introduction of an assignment that elaborates the topic of obesity reaching proportions: – Usage of examples – A clear understanding on your assignment’s topic should be provided by comparing different sources and identifying their strengths and weaknesses in an objective manner. This is the part where you should show how the knowledge can be applied into practice. You may want to use the grid below to help you structure your introduction; you can use the right-hand column to jot down your own ideas. Paragraphs in the main body of your assignment usually contain a number of sentences which develop new ideas or expand upon existing ones. You may also need to construct paragraphs which offer contrasting views on the ideas you have already developed. A succession of well-structured paragraphs can help to create a coherent and logical argument. You need to consider the purpose of each paragraph: Introduce the main ideas that stem from your topic: You cannot write about everything; for a 2,000 word assignment, select between 3-5 key ideas and introduce them in the precise order in which they will be discussed. Structuring an introductory paragraph A general outline of the steps to writing essays at university. This is an assignment that allows you to get acquainted with the material available on a particular topic. This guide to writing an annotated bibliography offers some general advice on getting started. 10. Each time you find an article you want to include in your assignment, then add it to your list of all references. Make sure you use the same format - you need to decide whether to use the Vancouver or Harvard format Listed below are a few tips to writing your assignments. You may already be familiar with most of these points but it will be good to remind yourself of these points before you write up your assignment for credit. You can follow the steps below cover letters job applications example, and before you hand in your assignment, complete the checklist. The tips are organised into 3 sections, which you need to consider when writing a masters level assignment: Depending on how the information was collected, and who it was collected by job application letter examples, we might value it in a different way. For example - my evidence source: I have worked with community health workers in Madagascar and seen how they can educate parents about fever management. Aim and structure. This assignment discusses the pattern of development of the obesity epidemic and its epidemiology. It also seeks to analyse how globalisation essay on my ambition, trade and debt have fuelled the problem. In addition, the assignment will examine the interventions that are addressing this issue. Background. Obesity is one of the major public health challenges of the twenty first century as its prevalence is increasing at an alarming rate in both developing and developed countries. 9. When you read an article, write 3 sentences that: Friendly letters have five parts: ♥ The Heading: The heading can include your address and the date. In casual, friendly. letters your address is not necessary. The Salutation (greeting): This usually begins with Dear_________. The blank is for the name of the person you are writing. After you write the person's name you put a comma (. ). The Body: The body of the letter is the information you are writing in your letter . The Closing: In the closing the first word is capitalized. Answer. Communication. Interrogative word 1656 Words | 4 Pages Memoir- Losing My Best Friend I remember everything as if it were yesterday. The shock, the sadness, the pain, and the. sickness she had to suffer. I remember sitting beside her, holding her hand as she had IV’s put into her arms. I remember the conversations we had; she’d explain to me how she just wanted to go outside again; she’d be enthusiastic for the day she got out of the hospital; we made plans for when she beat cancer. Two years have gone by so fast, and there hasn’t been a day I haven’t. Academic term. College. Educational years 1122 Words | 3 Pages Syed, How are you myfriend . It has been some time since we last met. How was your trip to Europe? Hope you enjoyed your time. there visiting many interesting places, you sure do seem enjoying your time visiting Paris, I can see it in your big smile of excitement taking picture infront of the famous Eifell tower. Thanks a bunch! for the pictures you send me in your last letter . even I get excited just looking through it. I’am very sorry that I was too busy to reply your letter . It just that I’ve. 1. Address and date Some people may think the address is not important in an informal letter and prefer to leave it out. That works well if. the person you are writing to knows your address already or if she has a good memory! However, it is very unlikely that someone will always remember your address, so it is always a good idea to include it. Remember, this is the address they have to write to for the letter to reach you. The recipient’s address is on the envelope. The address and date should. Aristotle. Friendship. Interpersonal relationship 1222 Words | 4 Pages A friend is one of life's greatest gifts. In good times and bad times, a friend remains reassuring and faithful to the end. A. friend lends a hand without being asked, encourages growth, and supports change. Time and distance can not diminish friendship. It is forever. My particular friend fits all of these characteristics and many more. She is a true friend under any circumstance. For many years myfriend has been there for me. Her actions prove to me how much she really cares for other. 1997 albums. False protagonist. Open set 1538 Words | 4 Pages My best friends name is Brittney Lewis. We have been friends since the ninth grade. We have a few things in common. but we're mostly best friends because opposites attract. Brittney and I met in a Physical Science class we had together. At first we didn't talk very much if at all, but after a while we grew on each other and stated hanging out together. Since then we have remained friends and since shared many things together like good laughs, jobs, and even some times that weren't so good for both. of Aristotle and Schopenhaur’s ideas with extremely different they were able to share the same ideas on a few simple concepts of friendship. Both. philosophers believed that individuals are only capable of having a limited number of “real” friends . A real friend is one who is there for the other no matter what the circumstance. Also both great philosophers believe that people with similar personalities and interests tend to be drawn together. Schopenhaur quotes that “People of similar nature, on the. remember. Heath and I played more than ten years together. He turned into more than a friend . Heath became my brother. I am still. waiting for him to show up in the field and play another game together. “Play the best game of your life today” he said” we don’t know if we will ever play again tomorrow” Those words are engraved in my head, and I realize the meaning of them now that he is gone. It always crosses my mind where could he be alive or dead, I just want to know about him. I also wonder if. who ever finds this letter . My name is John Dough and I am 15 years old. I am writing to you to tell you what life is like in. the 1990's so you can compare it to your life. I am also writing because you may find it interesting to read about the past in the first hand. I have three sisters, Lucy who is 18,Hannah who is 13 and Jodie who is 8. Jeanette lives with her boyfriend and her daughter Nicole who is 5, so that makes me an uncle. My two other sisters are still at school. My parents' names are. Emotion. Friendship. High school 1090 Words | 3 Pages 2005 albums. 2008 singles. Debut albums 988 Words | 3 Pages There are far fewer people who possess great character. A reputation is built in just moments, and reflects what you do in front of people. Character, on. the other hand, is built over years, and is reflected in what is unseen by others. Of all of myfriends . one exemplifies great character more than any of the others. His name is Chris. <br> <br>Chris stands a little over 6 feet tall with thick, dirty blonde hair. His piercing blue eyes change color in the sunlight. He is very light complected, with. 2006 singles. 2008 singles. Need 467 Words | 2 Pages Birth order. Family. Grandparent 1130 Words | 3 Pages Letter to A Friend . Open and Closed Endings Dear Olisia, How are you? I hope all is well. So I was talking to your brother. Max resume online create, the other day and he was telling me how you have decided to come to Leaside High School for your high school life! I am honestly so happy that you have chosen this pathway! I remember you telling me you enjoyed English very much from a young age. Well, I am currently taking my 9th grade English course and I thought that maybe you would want to be ahead of the game and. Dog. English-language films. Friendship 2328 Words | 6 Pages ACT. Acts of the Apostles. American films 1267 Words | 3 Pages 2002 singles. 2007 singles. 2008 albums 1224 Words | 8 Pages Child development. Childhood. Developmental psychology 1120 Words | 3 Pages Bloods. Crime. Gang 1128 Words | 3 Pages 2006 singles. 2008 albums. Debut albums 1414 Words | 3 Pages A LETTER TO A FRIENDMy dearest friend . I am so sorry to hear about the accident. Sometimes bad. things happen to good people and we do not know why. Then out of nowhere good things happen that make you wonder if the bad was suppose to happen to make you better than before. I was so pleased to hear that the medical team chose you as a candidate to participate in their clinical trial with stem cell therapy. I know that you are a little scared because you do not quit understand but luckily you have. Hampton, Virginia. Jesus. Langley Research Center 1306 Words | 4 Pages Leah Young Young 1 2/14/13 Essay#2 English 101 My Best Friends There’s really no great way to start. my story other than with the truth. I was 31 and living in a tiny apartment in one of the worst neighborhoods in Louisville. I was on my second divorce and third abusive relationship. Between me making excuses for bruises and the women my then husband was seeing while I was working, life for me was a sad one. I woke up one morning and decided I had to leave. I packed. Rizal’s Special Friend Mary Jade C. Aninon Western Mindanao State University Abstract This research. paper is to be made for a purpose of how friendship is developed with just a letter . Its objective is to study the friendship between both of the greatest personality of different places. A National hero found someone special in a foreign land yet has a heart for the Filipino people. A friendship that was brought to them with just a letter . Two great names. 6. I have seen her yesterday at the party. ___ correct ___ incorrect 7. When I can see you again? ___ correct ___ incorrect. 8. Did you enjoy the concert? ___ correct ___ incorrect 9. He’s engaged with my cousin. ___ correct ___ incorrect 10.The teacher which works in the English department comes from Australia. ___ correct ___ incorrect 1. He plays tennis very well = correct 2. She called to me on Sunday = incorrect. Christopher Nolan. High school. New Port Richey, Florida 298 Words | 2 Pages This also helps the service user to socialise with other as if a care worker understands that there is someone in the care/residential home that have the. same views can ask them to join the conversation which also helps the service user to make friends and talk to people in the care home about what they feel about certain subjects and there opinion and view about things in the outside world. Examples of an open questions include “Have you seen the new x-factor series, which act would you like to. wrote you a letter . I am truly sorry as I am busy burning the midnight oil to pass my examination with flying colours. I am. narrating this letter to you is to tell you about some good news and bad news. I will tell you the bad news first so that you will be smiling when you are done reading this letter . Grandpa, is there something wrong? You know, last week I received a letter from home saying that you are making a fuss at home. Grandpa, you should control your temper. Where is my calm and easy-going. What Mitr, MyFriend Really Does? Feminists have come up with the relations of family and the marginalisation of women. And. there are many stories in novel and movies that showed the struggles of women as a wife and a mother. Mitr, MyFriend is a movie like that, where it highlights the identity crisis of a woman as a wife and as a mother. When I saw the movie I found that even though the women crew highlights the struggles a sense of heteropatriarchy is established in the movie which again makes. Ateneo de Manila University. Bulacan. José Rizal 893 Words | 3 Pages can friends affect your life Almost everyone knows that their friends can affect their life in a way or another but what most. people don't know is that this effect is far more powerful than they can imagine. Your friends don't just influence your decisions but they can alter your view of the world, change your perception and turn you into a different person. In this article i am going to tell you how can friends affect your life and how powerful is their influence. The ways your friends affect. Abu Dhabi. Dubai. Dubai International Airport 466 Words | 2 Pages been a little opened minded about different religions. But he really broadened my few of what the Jewish life is really like. I honestly. believed that I was going to have a very great time interviewing this gentleman and I did succeed in that. He taught me more in depth of Judaism. We talked so much and he taught me so many things that I had to sum it up in my question list. I was very comfortable and asked him my list of questions. As follows: 1. Were you born into this religion or did you. A. Camping. Emotion 1047 Words | 3 Pages Bible. Christianity. Israel 2065 Words | 6 Pages Association of American Universities. Camden, New Jersey. Friends 697 Words | 3 Pages Professor Verna Geraldine Dayharsh Essay draft #1 4/17/2013 My real. friend Nature I grew up in a flourishing metropolis sprawling over a number of cement constructions. I never stepped out of this cement forest since I was born. In my childhood, toys and high-technological machines were my best friends because they accompanied me and entertained me for a long period of time. Compared to countryside children, I was very. Image Credit: Kayla D. Croydon, IN Hi lovely girl. You are a beautiful princess and deserve to be treated like royalty. Your friendship has been the greatest gift I ever could have received in my life and I cannot imagine how different everything would be if we hadn't met 9 years ago in choir. She certainly did! Even brought a tear to her eye! And thank you ? so i got this best friend she is amazing but sometimes i really don’t know who she is sometimes. today she texted me and said can i ask you something and i said sure what’s up and she said are you texting me but acting like a guy from a different number. and i told her no and she said don’t be lieing to me and i said i’m not why would i being doing that to you she all idk you tell me. nut i really don’t know what to do at this point so i really need help what should i do You taught me that it’s okay to fight. I’m not talking boxing gloves and body slamming, I’m talking fighting over Polly pockets and battling over boys. But no matter how many hissy fits we’d pitch, sulky faces we’d pull and “I’m not talking to you’s” we’d throw at each other, we’d always kiss and make-up…in a matter of hours! Such a loving tribute! Nothing like a bestie. Time and distance matter not, they just pick up right where they left off. I’m sure that your friend really enjoyed this post, Amanda. Thank you for being a true friend. For sticking by me, for letting me sob into your shoulder, for allowing me to play that same old tiresome record you’ve heard a trillion times before. Thank you for letting me pour my heart out, for listening and for not just telling me what I want to hear. Thank you for loving me when no one else would. Thank you for staying constant in a world full of change and chaos. And thank you for just being there when I need you. I will love you always, You taught me that friends never judge each other no matter what. When you walked in on me belting out a Leann Rimes classic – eyes closed, hands clenched and lost in the music – you didn’t judge me. You must have been laughing so hard inside, but you managed to keep a straight face and even told me I sounded great. This was a lie – I was tone-deaf. I knew it, you knew it, and the neighbours 5 doors down knew it! My beautiful friend, what more can I say? In 50 years from now, I hope I will still be cushioned under your protective wing. I have no doubt that you will still be the person who could turn my every frown into a smile, the person who lifts me up when I am losing faith and the person who carries my tears on her shoulders. I’m pretty sure that we will still be busting out those same dance moves, watching Bridesmaids on repeat and laughing until our catheter bags burst! When pulling an “all-nighter” means getting up to pee, “getting lucky” means winning the bingo and the candles cost more than the cake, I promise we will still be the best of friends! Wonderful read. I’m traveling to see my oldest friend in the world the first week of March. Your letter resonated with me. I think she would like it as well. Recently, we’ve been chatting on the phone. Her voice is just the same. The way she uses words is just the same. Her breathing is just the same. Thank you for being my partner-in-crime how write personal essay, my drinking buddy, my road trippin’ companion, my telepathic pal what is essay style format, my gossip girl, my personal life coach, my dancing partner and so much more. Thank you for all the glorious memories, wrapped up in a bow of nostalgia, so beautiful it brings a tear to my eye. Thank you for the times when we laughed so hard a little bit of wee popped out, the times we danced like no one was watching, the times we talked until the cows came home, milked into a thousand saucers, and said ‘Screw this, I’m going to bed!’ . You taught me to forgive. I have this scene playing out in my head. It was an abnormally cold winter’s day. 10 inches of snow lie on the ground and yet we thought it was a great idea to pull our gladrags on, get that shovel out and hit the town! As it turned out, it wasn’t the best idea. The night went from bad to worse in one swipe of a stolen handbag and a vodka too many. After one of the worst arguments we had ever had (Excluding an argument involving a pair of troll roller-skates!) you still dragged good ideas for persuasive essays, pulled, yanked, picked me up and threw me over your shoulder… all the way home paper proposal research paper, on ice more slippery than an eel on a ski slope, and made sure I was safe. A few months later, when your back had recovered and you had purchased a new handbag best medical school personal statement books, you forgave me for the trouble. Okay I have to go now, please keep writing me, and have a nice weekend. Woo Jin Shin Emanuelle Floriano My name is Woo Jin Shin, and I’m from South Korea. I’ve been here since last semester, and I’m level three this fall semester. Since the Asian economy is very weak, my family can’t afford to pay all my tuition and living cost. Therefore, I need to get a part-time job for my parents. September 26, 2000 February 6 help with thesis topic, 2001 Joyce Kohler Since I have had more training than the rest of the people, I automatically assumed most of their duties. This has entailed more work and responsibility for me, and I have often worked late to catch up on my regular duties. Needless to say, I enjoy my work and the new responsibility it involves. I think I am doing a good job, and I feel a great satisfaction that comes from this knowledge. I live in a house. My house is very close to the ELC. You have to cross the University Parkway. Then you go straight down one block. Then you go across the street. Go straight at Freedom and then turn right at the Bank, go down and turn left at the corner. If you go straight down you can see my house. You can't miss it. The reason why I came here is that I want to go to the America graduate school. In the future, I must need more money than now. Because of these reasons, I really want to get a part-time job. Even if I have a part-time job, I will study very hard. I’m 30 years old, and I want to support at least myself. Until now, I sometimes feel ashamed of myself. Mr. Slowinski As an engineering student at National University of Mexico, my educational background has given me a variety of skills that a successful engineer must posses. I have studied language C, Visual Basic essays french revolution, and technical support for working with computers. I have worked in two companies where I learned about the necessary analytical skills that are requisite in fulfilling the responsibilities of a computer engineer. Hello! How are you? I hope you are fine. I know you are coming to visit me. I'm very exited for that, but you need to know my address. I'm going to tell you O.K. In August, I bought a humidifier from your store; I went back home and used it, I discovered it was not good. I returned it to your store. Your store's salespeople are very nice; they helped me change to a different kind of humidifier. Then I went to home and used it again; it was still not a good kind. I was so sad; I thought maybe I needed to buy it in New York, and I needed to return it. However, how could I return it; I had changed already. I worried about it. "We can try it.о" My husband told me. Dear Shopko Department Store manager: It was really fun seeing you at the dance. I didn't know if I would ever run into you on campus or not. School is going well. I am so busy, it leaves me little time to go and play on the weekend. I always going to BYU's library study English or look newspaper. Guoying Gao As you know, I have been working in the accounting departmant at Shell for more than a year. In that period, the department has lost two men, only one of whom has been replaced. One of the men who left was the head of the department, Robeckson Germano. November 8, 2000 Dear Mr. Ribeiro: It's easy to find my apartment. If you are at the ELC at BYU, you want to get to the my apartment. Go north on University Avenue for two blocks. The turn right at the corner of University villa. Go through for one block. And then, you'll find my apartment free college english papers, Campus Villa, on your right. Mr. Joel Ribeiro I came through this to express my gratitude ness for the opportunity that ELC gives to international students to come down here to the USA, and learn a new language and culture. Dear Glenwood Management: Hello? How are you doing? First, congratulations. On your birthday and the birth of your second baby. I would like to invite your family to come to in my house on Saturday. I'll prepare make some food. So, we will have a good time. It's very easy to find my house. It starts in front of the ELC building. Please advise if you get some trouble. See you later. Hi, how's it going? I'm so glad I got your letter. It made me happy. Thank you for caring about me. I'm fine, and everything is good for me. I know I'm lazy I need to study hard, and do my homework, too. Right now I'll be good. I think I shouldn't spend as much time with my girlfriend anymore that will be bad to us. However how about you? Are you doing better at school? And what do you want to do in next week because that's a long vacation. I am Guoying GAO. I am a customer of your store. I am writing this letter to thank you for your store salespeople's help. November 25, 2000 I'm looking forward to meet you. See you then! However, one thing made me unhappy. In the summertime, the Glenwood changed to a new manager, Ms. Joyce. In July, I went to the rent office and talked to Ms. Joyce. I said, "Today I want to sign the contract for fall and winter. Next week, I will go to New York for one month. I will have one month of not living here. Could you please discount the rent for me?" She looked very polite and said, "I am sorry, I can't discount the rent for you, but if you don't live here for one month; you don't need to pay the utility bill." I said, "Thank you." Your best cute friend, How are you! I really miss you; I haven't written a letter to you for a long time, because I am very busy. I am so sorry for that. Your Best Friend http://lettertobestfriend.wordpress.com/2014/08/02/%e7%b5%a6%e5%a5%bd%e6%9c%8b%e5%8f%8b%e7%9a%84%e4%bf%a1/ 給好朋友的信 | lettertobestfriend Thank you for the laughs, for the cries, and for everything in between. Thank you for being my rock, my anchor; for keeping me grounded when I feel like I might otherwise blow away. Thank you for all of the things you do, big and small. Thank you for knowing my favorite ice cream flavor and what song I would die for. Thank you for always knowing what to say and for being one of life’s best teachers. Thank you for making fun of me when I deserve it, and for loving me when I don’t. Thank you for staying constant in a world full of change, and for keeping some normalcy in a world full of chaos. You are so special to me and you cannot be replaced. You are always willing to help no matter what the situation holds. You always supported me and have helped me through the tough times. I hope one day you can lean on me as much as I've leaned on you. Your friendship helps me realize how lucky I am. I've been given many blessings And I thank God for bringing you into my life. I'm here for you. During day or night, during rain or snow, I'll help you any way I can. What ever happens I'll be there for you, Always. Not all friends stand by you through your joys and sorrows But you've always been there for me. Thank you. I love the way that I can smile at my bestfriend and she will know exactly what I'm thinking. "Now, you remember all your instruction, correct?" She asked, now twisting a chunk of my hair around on a curling iron. I nodded. All I could manage was a tight, unsure smile in return. I stared at my reflection in the mirror as my Tender-- a stocky woman in her midforties-- plucked my eyebrows to perfection. Quite frankly, I thought I looked fine before. However, the Tender's make you look like prim, proper, porcelain dolls. No objections. I really can’t find words that are strong enough to express how much you mean to me and how much I thank you for all the things you've shown me through the years, the many things you've done for me and all the times that you were there. I just wanted to let you know how much I need you, and how much you mean to me. Should Such People Be Put to Death? Consider This Case: From the sub-cellar of the Hotel Empire in the infamous Tenderloin red-light district hilton hotels case study, a ghastly stench begins to rise from something burning in the furnace, distressing the guests who call in the police to investigate the source of the foul smell. The police pour a few buckets of water into the furnace to put out the fire only to discover a chilling scene. The horror comes in the form of a round, blackened object resembling a barbecued soccer ball. Upon closer investigation, they discover it is a human head with most of the hair and flesh burned off. They also find the bloody murder weapon—a meat cleaver—and the rest of the body laying nearby. The victim is naked and almost split in half due to a massive, deep gash running across his chest. We receive tons of emails and calls each day from people who require professional custom writing assistance on various projects at different academic levels. Though we could easily help them, we consider it unethical to sell our services to students. Please feel free to contact us with proofreading requests but do not waste your time talking us into writing an essay for you. This type of sentence has been with us for a long time now. However free essays written by high school students, this has not been without receiving challenges from different sources. The opponents to this judicial decree believe that it is a cruel and degrading matter to be executed in this modern world. With all human rights and freedoms, it is unfortunate that we still have such laws that have populated our courts as enacted by the state. Amnesty adamantly opposes death penalty at all levels. It is unfortunate that the efficacy by amnesty international has not been felt collectively across the globe. Siding with other human rights activists, Amnesty believes that people don’t deserve this kind of execution despite their crime and guilt. In almost all nations of the world, everyone has a right to life and therefore, it is a belief among the opponents that a crime of murder cannot get justice through another murder in the event where a death penalty is given on such grounds. We are a group of college and high school teachers together with professional freelance academic writers bonded by the same mission - provide free education to students. The opposite point of view is that no one should ever be killed by the state or government. They think that if it is wrong to kill then it is wrong to kill anyone and that imposing the death penalty on a murder is hypocritical. You say killing is wrong so now we must kill you for it. Others believe that every life is sacred and has value and that no one has the right to take a life, even that of a killer. Many feel very strongly about this. Others are afraid of wrongful convictions. It has happened in the past that a person was executed then later exonerated for the crime. Vote Up -2 Vote Down Reply Vote Up 1 Vote Down Reply Vote Up -3 Vote Down Reply 1 year 7 months ago 1 year 1 month ago what distinguishes us from murderers is that we ONLY kill when necessary, if for example there was a serial killer arrested a death penalty is necessary because 1. if said killer ever breaks out they could kill many more people history research papers, and 2. the government is already pouring enough money into the prisons right now. more people means more money needed. money that could go to our military or police. now there is also (as said above) problems with the current situation in the courts repec research papers in economics, a rich man will get a great lawyer while a poor man gets the best they … Read more » |
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