Retrieved from International Dyslexic Association

Question: Discus about the Report for Retrieved from International Dyslexic Association. Answer: In this study, it is proposed that spelling errors in written form collected according to Bear D. , Invernizzi, Templeton, Johnston (2012)s Spelling Inventory List, would be qualitatively analyzed to shed light on the current development of spelling of the dyslexic learner. Emerging spelling errors from the dyslexic learners give valuable information on the spelling errors made by them. This will help in identifying possible cognitive strategies used by the dyslexic learner`s to spell. Subsequently, it helps to provide practitioners / educators a benchmark in teaching spelling strategically based on individual dyslexic learner`s area of difficulty in spelling. Working Title: Exploring Spelling Errors among Dyslexic Learners Keywords: Spelling, spelling errors, development of spelling, dyslexia, spelling disability Research Background Dyslexia has been defined by British Dyslexia Association: Dyslexia is a specific learning difficulty that mainly affects the development of literacy and language related skills. It is likely to be present at birth and to be life-long in its effects. It is characterized by difficulties with phonological processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual's other cognitive abilities (British Dyslexia Association, 2007). International Dyslexic Association has adopted the definition of dyslexia as: A language based disability. It refers to a cluster of symptoms which results in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties in other language skills such as spelling, writing and pronouncing words. It is also characterized with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in phonological component of language that is often unexpected in relation to other cognitive problems. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. (International Dyslexic Association, 2016) 95% of dyslexic children response positively toward educational interventions which is reflected in their reading and writing process (Lum, 2011). Whereas, the remaining 5% continues to face challenges which needs intensive efforts and long-term support(Lum, 2011). Sariah Arimin who is the president of Dyslexic Association of Malaysia (DAM) have supported this statement using her reports on DAM centres which have shown 90% of success rate where the remaining 10 % is associated with other learning factors such as ADHD (Arfah,2012). Sariah Arimin in her published article ("Kelas Disleksia di 12 sekolah," 2012) also shared that about 300,000 dyslexic children in Malaysia are lack of proper learning facilities. According to her, if proper learning facilities and remediation is not provided to this category of learners; it will impact the socioeconomic aspect of the country. There are 12,076 special education teachers up to August 2010 where these teachers handle a specialized class of 40 children (Arfah, 2012). Insufficient special education, and teachers in Malaysia are also seems to be challenged as well. Subsequently, researches exploring more in dyslexia should be able to benefit the educators/practitioners as well as the dyslexic students in Malaysia to develop literacy skills in order to cope with the Malaysian Primary educational system which requires students to master 3M skills (Membaca Reading) (Menulis Writing) (Mengira Arithmetic). Standard spelling has assumed importance beyond the function it plays in written language. It has become the ticket to the literacy club- the heir to the traditions and scholarly world of print (Bean Bouffler, 1987, p.67) Exploring spelling errors in the perspective of English language is equally important as exploring it in Malay language for dyslexic learners in Malaysia. Spelling plays a vital role in reading as well as writing (Blachowicz, et al. 2006). According to Critchley Critchley (1978), dyslexics face problems in acquiring the relations between symbols and sounds that underlie English Orthography which means that they have difficulty in spelling. Various experimental studies that analyze the spelling type had concluded that English spelling is a complex skill including letter knowledge, phonology, orthography and morphology (Boulware-Gooden, Joshi Grigorenko, 2015). Particularly, in the case of orthography, the inconsistent relationship between graphemes and phonemes can cause irregular results since there are 26 alphabets, 45 phonemes and about 200 graphemes in the English language (Boulware-Gooden, Joshi, Grigorenko, 2015). Brown Ellis (1994) mentioned that researches subsequently categorize spelling development into stages based on the idea that analysis of spelling errors reflects the metalinguistic understanding of language. Such assumption could be extended to dyslexic learners as well. Different spelling development stages might shed light on how dyslexic learners develop their metalinguistic understanding of language.Similarly, an action research was conducted by Ashbaugh (2016) using Bear`s Words - their Way Primary spelling inventory to asses dyslexic students current development in spelling and enables the researcher to set a benchmark in teaching multi-sensory techniques in spelling instruction; the findings showed improvement in spelling of complex consonants, R-controlled vowels, abstract vowels and other long pattern vowels of the dyslexic learners. Spelling development for learners develops in a similar sequence of Vygotsky`s (1962) Zone of Proximal Development (Bear D. , Invernizzi, Templeton, Johnston ,2008). The concept of phases of spelling development illustrate growth of student`s knowledge on the features of the spelling system (Templeton Bear, 2013). According to Bear D. , Invernizzi, Templeton, Johnston (2008) five stages of Hendersons spelling development were identified as Syllable and Affixes, Letter Name Alphabetic, Emergent, Within Word Pattern and Derivational Relations. Bear (2008) have summarized each stage of the spelling development. Spelling inventories comprises lists of words that are compiled based on the variety of spelling features that they represent from the range of increasing levels of difficulties (Bear et al., 2012, p. 26). Bear (2008) have included three types of spelling inventories: Primary, Elementary and Upper level spelling inventory in his book Words Their Way. The skills of spelling are measured from Emergent Stage to the Derivational Relations based on Hendersons spelling development sequence (Bear Templeton, 1998). In this study, the Primary Spelling inventory will be used to conduct spelling assessment with the dyslexic learners. It comprises 26 words ranging from CVC words to words with derivational endings (-ing). The Primary Spelling Inventory only measures features of spelling from Emergent stage till Syllables Affixes stage ; it only comprises the four stages out of five stages in the Henderson`s Sequence of Spelling Development. If the dyslexic learner managed to get most of the spelling correct from the list of 26 words; then 5 words from the Spelling inventory will be added to the list which will measure the spelling skills for Derivational Relations which is the last stage of the spelling development sequence (Bear Templeton, 1998). Although there are many spelling tests available such as Vernon PE (1977) Graded Word Spelling Test. London: Hodder Stoughton (Snowling Stackhouse, 2013) ; Wide Range Achievement Test III (WRAT-III); Young D (1983) The Parallel Spelling Tests A and B. London: Hodder Stoughton (Snowling Stackhouse, 2013) but the most suited spelling test inventory to use for this study would be Bear D. , Invernizzi, Templeton, Johnston (2012) Spelling Inventory List as this study tends to look into the current spelling development of the dyslexic learner to further analyze possible cognitive strategies used by the dyslexic learners to spell. Thus, identifying the learner`s area of difficulty in spelling. Bear (2008) have categorise each features of spelling that will be developed by the learner according to the stages of spelling development proposed by Henderson (1974) in the spelling inventory. If the learner makes two or more errors in the particular feature of spelling (Bear`s Spelling Invent ory), that would indicate the current stage of spelling development of the learner. There are various dyslexic association that have suggested Bear D. , Invernizzi, Templeton, Johnston (2012) Spelling Inventory List to evaluate spelling of dyslexic learners. According to Moira Finnegan from Decoding Dyslexia Oregon, dyslexic assessment for spelling can be done using Bear`s Words Their Way (Finnegan, n.d.). Besides that, it is also suggested for analyzing dyslexic learner`s spelling using its spelling inventory as a guide to start inventions to teach spelling (Dyslexics.org.uk, n.d.) Research problem Gomez (2004) confirms that an understanding of the size of the problem on dyslexia in Malaysia has not been obtained despite of pilot studies and small scale researches being done to understand it. According to Thayasan (2013) it has been reported that in the year 2013, there are as many as 400000 children with dyslexia ; which is about 24.7% of increment compared to the number of children with dyslexia around 314000 in the year 2010. The growing number of dyslexic children in Malaysia also increases the responsibility of educators/ practitioners to use effective teaching instructions to develop literacy skills among the dyslexic children. There are many studies conducted to analyze Malay language in the perspective of dyslexia in Malaysia. For example, a study conducted by Malie Jiniti (2010) which explores writing difficulties among dyslexic learners; Mohammad Lecthumy ( 2013) analyzes the underlying problems in writing mechanism faced by the dyslexic learner ; Muhammad, Ruzanna, S.Vijayaletchumy, Abdul Aziz, Abdul Rahim (January 2012) focused on patient experiencing dyslexia with difficulties in spellings related to learning Bahasa Melayu. Malay orthography differs from English orthography.Malay language has a lesser number of phonemes in its phonology repertoire for the spoken language (Awang, 2004; Lee, 2008). As compared to English language which has about 24 consonant and 20 vowel phonemes, Malay language has approximately 25 consonant phonemes (inclusive of /q/ but exclude /x/) and 9 vowel phonemes (inclusive of 3 diphthong /ai/, /au/, and /oi/) (Asmah, 1985; Yap, et al., 2010; Zaharani, 1993). Thus, the findings of studies that are conducted in Malay language cannot be transferable to English language in Malaysia. In Malaysia, English is considered as the second language and widely used in business, employment, education, politics, tourism, law, media as well as translation(Hanapiah, 2004). Subsequently, it is equally important to explore dyslexia in terms of English language. Although there are studies being conducted in terms of English language that have highlighted the importance of morphological awareness among dyslexic(Hsia, 2013) and reading comprehension abilities of a dyslexic child (Sankaran, 2006). Study that critically analyze spelling errors which provide an insight on the development of spelling among dyslexic learners have not been explored in Malaysia. Hence, the current study will be conducted to address the lack of literature that explores the spelling errors in English language of dyslexic learners in Malaysia. This will also explore the possible cognitive strategies used by them to spell. Subsequently, it will be able to further justify specific interventions that can be ascertained in overcoming it. Significance of the research and future study suggestion It would enable practitioners / educators to set a benchmark in teaching spelling to overcome spelling disability based on specific interventions suggested since the number of children with dyslexia shows increment. In the future, this study can be extended in examining the spelling development progress of the dyslexic learners based on the intervention suggested in this study. Study Limitations The current study is limited to study population selected in qualitatively analyzing the spelling errors. As it only provide valuable information for intervention for spelling based on the selected dyslexic participants only. Research objective and research questions The key research objective is to qualitatively analyze the spelling errors of the dyslexic learners to set a starting point in teaching spelling based on the dyslexic learner`s current spelling development. As a result, the research questions are: What is the current development in spelling of the dyslexic learner? What are the cognitive strategies that might have been used by the dyslexic learner to spell? What are the learner`s area of difficulties in spelling? Summary of literature review J.P Gupta (1993) who have conducted a detailed research either in a normal condition or clinical, explains dyslexia level occurring in Malaysia Science University Hospital, Kelantan (Muhammad, Ruzanna, S.Vijayaletchumy, Abdul Aziz, Abdul Rahim, January 2012). His findings revealed that poor performance in graph-phonemic will be shown in dyslexic children in both reading and writing skill. However, they will show 70% achievement in the automatic skills, the auditory skills, and graphical skills (Muhammad, Ruzanna, S.Vijayaletchumy, Abdul Aziz, Abdul Rahim, January 2012). Children having dyslexia fail to combine grapheme and phoneme, which is the main problem of dyslexia in Malaysia (Muhammad, Ruzanna, S.Vijayaletchumy, Abdul Aziz, Abdul Rahim, January 2012). Previous study conducted by Just Carpenter (1987) also highlighted that dyslexic students performed worst in spelling more difficult words that the normal college student especially words with multiple morphemes and double morphemes like the word accommodation. The most crucial skill in dealing with spelling and word reading is having the capacity to associate phonemes with graphemes (L.Breadmore M.Carroll, 2015). Spelling skill is dependable on the linguistic knowledge but the benefaction of linguistic knowledge is not well understood(Carolina, n.d.). A study comparing dyslexic and language impairment children as adolescent which were matched with same age as those in the clinical group revealed that the tests of spoken and written language skill were undistinguishable; both groups performed at age-expected level but both groups shows phonological awareness deficits(Goulandris, Snowling, Walker, 2000). The first step to remediate phonological deficit among dyslexia children is very important as it highlights on the decoding first accounts; all available skills accounts imply as optional skills to cope with phonological deficits(L.Breadmore M.Carroll, 2015). A study conducted by matching peers according to literacy ability reveals that the usage of morphology in dyslexia is delayed or following a different trajectory (C.Bourassa Treiman, 2008). The linguistic knowledge revolves in knowing the phonological, morphological and orthographical perspective in order to spell a word(Boulware-Gooden, Joshi, Grigorenko, 2015). Individuals with spelling disability performed poorly in various spelling tests as compared to normal developing children which were matched according to their age. Another interesting theoretical comparison revealed that older individuals who have spelling disability performed similarly as compared to younger normally developing individuals in spelling tests(C.Boura ssa Treiman, July 2001). This give rises to another perspective that both of the group of individuals (spelling disability and normal development) spelling will be indistinguishable although group of spelling disability individuals spell at a slower rate ; this also highlights that if the spelling task of both the spelling disability individuals and normally developing individuals is analysed qualitatively, would be able to give valuable insights on the nature and causes of spelling disabilities(C.Bourassa Treiman, July 2001). Over the years, there are number of spelling development models that have been refined by Ehri 1986; Gentry 1978, 1982; Henderson Beers 1980; Morris 1983. There are some common things being shared by all these spelling models: a) attempted to analyse spelling errors of invented spelling written by children b) qualitative analysis of spelling errors sheds light on different cognitive processes involves in spelling of children at different development levels ; it is focused on stage to stage development c) although phonological awareness is very important in early spelling of children; phonological awareness also explains how children acquire the description of words orthographically(Brown Ellis, 1994). Bear (2008) further identified that many children with dyslexia tends to memorise spelling words assigned for weekly spelling test; it do not generalise spelling accuracy in their written work. As a result, teachers should not focus on the teaching patterns alone but teach dyslexic students the skills to develop this process on their own (Bear D. , Invernizzi, Templeton, Johnston, 2008). Hence, it is very important to qualitatively analyse the spelling of the dyslexic learners to understand which features of the spelling that they have developed and vice versa. It creates a great opportunity for practitioners / educators to understand specific areas of spelling that needed to be work on. Theoretical Framework Developmental Stage Theory of Spelling Cognitive stage theory and models of spelling development emerged in a parallel direction (Ellis 1994, 1997; Gentry, 1984). The study conducted by Charles Read can help to draw on the evolution of the developmental stage theory of spelling. Read (1971) assumed that children can memorise bits of unpredictable spellings, but the assumption failed to justify the capability of a mature reader or writer. Based on this findings, Read (1971) examined the invented spelling to investigate the knowledge of preschool children regarding English orthography. As a result, he found out that children achieved the common and systematic spelling of unknown words. Hence, this initiated the study of development stage theory of spelling. Developmental spellings are resulted from different strategies used by the children at different phases of cognitive development (Ellis 1994, 1997; Gentry, 1984). Cognitive theory relates to how children construct knowledge from their experiences across a sequence of stages (Rogoff, 2003). These stages are determined by the childs developmental level, not their chronological age (Rogoff, 2003). Henderson and Templeton (1986) believe that cognitive developmental theory has an impact on spelling acquisition by children, because spelling achievement follows a series of developmental stages through which learners pass. Templeton and Spivey (1980) draw on Piagets cognitive developmental theory in their research on how children develop the concept of word and how this concept of word corresponds to the levels of cognitive development. Cognitive developmental theory is also used by Bear and Templeton (1998). The development of word study as an instructional tool can be understood by followi ng a students cognitive development as they progress through the different stages (Bear and Templeton, 1998). Furthermore, the knowledge of cognitive development helps teachers by providing lessons about the right developmental level for students (Bear Templeton, 1998). Summary of proposed research design Participants 5 dyslexic learner`s will be chosen for this study who are currently studying in one of the centre of Dyslexic Association Malaysia (DAM). The age of the dyslexic learner`s will be between 7 years old to 12 years old. Data Dyslexic learners will be asked to spell 25 words in increasing difficulty. These lists of words are adapted from Bear D., Invernizzi, Templeton, Johnston (2012) Primary Spelling Inventory list. The words range from various features of primary level. The word sled will be omitted from the Primary Spelling Inventory list because it is not commonly used in Malaysian context and dyslexic learners will have difficulties in comprehending the meaning of word before spelling it. Data Collection The spelling data would be collected from a Primary Spelling Inventory list that will be administered like a usual spelling test by the teacher of each dyslexic learner who participated in this study. It will begin by teacher informing the dyslexic learner that the purpose of administering the list of spelling is to learn on how they spell. Teacher that is administering the spelling is not allowed to give the spelling beforehand to the dyslexic learner. It begins by saying the word once. Teacher is allowed to read a sentence containing that particular word when the meaning is not clear. Teacher is required to say the word naturally without breaking it into syllable. Analysis The spelling data collected will be analysed according to Bear D. , Invernizzi, Templeton, Johnston ( 2012) Feature Guide for Primary Spelling Inventory. The dyslexic learner`s current development in spelling can be determined by addressing the areas of errors in the spelling development stage. This will enable the researcher to infer the features of spelling that the dyslexic learner have developed and vice versa. The possible cognitive strategies used by the dyslexic learner can also be inferred according to the features used by the dyslexic learner to spell the given words based on the Feature Guide for Primary Spelling Inventory and developmental stage theory of spelling. Triangulation of data collection will also be done where the teacher will conduct informal discussion with the learners on the rationale of the spelling written would also be useful in providing valuable information on the cognitive strategies used by the dyslexic learners to spell. Hence, highlighting learner`s area of difficulty and provides importance in identifying intervention that will suit the dyslexic learner`s needs. Pilot study Ng Li Cheng is a 13 years old dyslexic student who is currently studying in Pusat Dyslexia Malaysia (PDM). Primary Spelling Inventory list was administered by his teacher with 25 words list by omitting the word sled. The spelling list was not given beforehand to Li Cheng. Teacher read the sentence containing the word to make the meaning clearer to Li Cheng and said the word again. Qualitative Analysis Li Cheng has developed the knowledge on how spelling works. He knows that letters represent sounds in words. Primary Feature Guide analysis shows that he has developed final and short consonant sounds knowledge. For example, words like fan and pet spelled correctly (RQ1). Possible strategies used by Li Cheng to spell are by pronouncing the words and listen for familiar letters and sounds. For example, word coach is spelled as koc where the initial sound of the word is written as how it sounds like. During an informal discussion with him, Li Cheng mentioned that he tries to spell words according to how it sound like when he have no idea on how to spell it. Besides that, when asked how he spelt the word dream correctly; he mentioned that I have seen the word many times so it sticks in my brain (RQ2). Currently, Li Cheng is facing difficulty in spelling words with consonant blends as he makes most of the errors in it. Besides that, he could not spell words with inflected endings and wor ds with long vowels (RQ3). Intervention for spelling should focus on teaching spelling that contains the features of consonant blending and then slowly move on to words with long vowels and inflected endings. Research planning 2016 Research activities March-April 2016 May-June 2016 July-August 2016 Sept-Oct 2016 Nov-Dec 2016 Jan-Feb 2017 Proposal writing and Literature review Proposal presentation Chapter 1-3 Data collection Data analysis Chapter 4 Candidature defence Chapter 1-5 Editing and submission References (2016). Retrieved from International Dyslexic Association: https://dyslexiaida.org/definition-of-dyslexia/ Apel, K., Masterson, J. J. (July 2001). Theory - Guided Spelling Assessment and Intervention. Language , Speech and Hearing Services in Schools, Vol 32; 182-195. Arfah, S. (2012, January 8). Special education: Smooth the way, New Straits Times. Retrieved from https://www.nst.com.my/channels/learning-curve/special-educationsmooth-the-way-1.29200 Asmah Omar. 1985. Susur Galur Bahasa Melayu. Kuala Lumpur: Dewan Bahasa dan Pustaka. Ashbaugh, A. (2016). Multi-Sensory Teachniques in Spelling Instrcution: An Action Research Study forStudents with Dyslexia. Digital Commons @ Otterbein, 96. Association, B. D. (2007). Defination. Retrieved from British Dyslexia Association: https://www.bdadyslexia.org.uk/dyslexic/definitions Awang, S. (2004). Teras Pendidikan Bahasa Melayu: Asas Pegangan Guru [Core of Malay Language Education: Teachers Foundation Beliefs]. Bentong: PTS Publications Sdn Bhd. Bear, D. R., Templeton, S. (1998). Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling, and vocabulary. The Reading Teacher ; International Reading Association, 222-242. Bear, D., Invernizzi, M., Templeton, S., Johnston, F. (2012). Words their way : Word Study for Phonics , Vocabulary and Spelling Instruction. Pearson. Bear, D., Invernizzi, Templeton, Johnston. (2008). Developmental Word Knowledge. In D. Bear, Invernizzi, Templeton, Johnston, Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction (pp. 7-15). Pearson. Bean, W.Boufer, C. (1987). Spell by Writing .PETA: Sydney Blachowicz, C., Fisher, P. J. (2006). Teaching vocabulary in all classrooms (3rd ed.). Upper Saddle River, NJ: Merrill Boulware-Gooden, R., Joshi, R., Grigorenko, E. (2015). The Role of Phonology, Morphology and Orthography in English and Russian Spelling. Dyslexia, 142-161. Brown, G. D., Ellis, N. C. (1994). Handbook of Spelling: Theory, Process and Intervention. Wiley. C.Bourassa, D., Treiman, R. (2008). Morphological consistency in spelling: A comparison of children with dyslexia and typically developing children. Dyslexia, 155-169; Volume 14 ; Issue 3. C.Bourassa, D., Treiman, R. (July 2001). Spelling Development and Disability: The Importance of linguistic factors. Language,Speech and Hearing services in schools, Volume 32, 172-181. Carolina, U. o. (n.d.). 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Rumors, Deception and Samples of Synthesis Essay from High School

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Just take a look at the characteristic of your own leadership by asking yourself these 3 questions. When you're in high school, it's definite that you're expected to do a few write-ups and projects which require pen and paper. Explain why some students are made to leave school as soon as they are sixteen. A high school education is critical for everyone seeking to survive adulthood. To start with, a high school diploma ought to be the standard in the usa, because a solid high school education lays a good foundation for the remainder of an individual's life. You must find the proper resources for your essay along with patience when finding the proper inspiration to write. The tricky thing about the narrative essay is there a re always some limits to the sum of content it is possible to give your readers with. The term synthesis is understood to be a mixture of elements to form a connected whole. If you're writing a background synthesis, in some instances it might be appropriate that you provide an interpretation of the material or have a position (thesis). The Ultimate Samples of Synthesis Essay from High School Trick Also, you could be required to compose an NHS essay before joining. You might have to compose an NHS essay before joining to show that you're eligible to join a prestigious organization. Writing an essay is an essential role in academe life. Not only does this contribute to lung failure, but additionally, it has a negative influence on the liver and brain. If a substantial user doesn't get enough, they could wind up going into withdrawal and maybe even death if their entire body makes the decision to give up. The secret to any type of synthesis is exactly the same. Make certain that you have read all your sources. Following that, you must construct your own claim, and compose an essay around that. You have to make sure you keep on that 1 side during your whole essay. Since the content of narratives essay can vary when it has to do with distinct institutions, we've resolved to supply you with examples in the event you face an issue. Furthermore, decent thesis statement samples reveal that the writer knows of disagreements and difficulties that surround the problem or topic. The conclusion plays a critical role in the feeling it ties up the whole essay. To end the full essay, it's essential to make an overall concluding statement. Basically, evidence needs to be collected after a thesis statement was developed.

Is Your Research Paper Needed With a Topic For Research Paper?

Is Your Research Paper Needed With a Topic For Research Paper?After completing your research, you may be wondering if you should use a topic for research paper. The first consideration is that you need to decide whether your topic is appropriate to the research you have undertaken. Generally speaking, you should choose topics that fit in with your research.You might find that you cannot create a writing project using an appropriate topic. In this case, you will need to reconsider the topic that you intend to use. In order to make sure that you are using the right topic for your research, you should first review your research.You should consider several factors before you can determine whether your research paper needs a topic for research. First, you should think about whether the topic you are considering is suitable for your research. It is best to think about whether the topic will add to the overall impression of your paper. It is also important to consider the impact of the topi c on those who read it.If you do not have sufficient background knowledge about the topic, it may be difficult to write a topic for research paper. You should try to create an overview of the topic as much as possible before you start writing. Once you understand the overall theme of the topic, you will be able to think about how the main ideas of the paper fit into that theme.If you want to include a variety of material, you should consider including a variety of subjects in your overall research. You should consider finding and discussing some of the most relevant topics that are relevant to your research. Doing so will help to show the reader the true breadth of your research.You should also use your initial research to create a layout for your paper. You should include a list of the main points of your paper. This list should highlight your main topic, as well as other issues that relate to that topic.As you begin writing your paper, you should avoid addressing topics that have already been addressed by other authors. You should also avoid spending too much time on one particular topic. You should consider using your research to create a general overview of the topic and then you can move on to the more specific research.The decision of which is an appropriate topic for your research will depend on what your intended audience expects from you. There are many different reasons why you may want to include a topic for research paper. It is important to consider the impact of the topic on the potential readers before choosing the topic.

Whats a Creative Way to Start an Introduction Paragraph for a College Essay - What Is It?

What's a Creative Way to Start an Introduction Paragraph for a College Essay - What Is It? If you don't have an idea what an essay depicting your person should include, you might get inspired by someone else. Some undesirable topics show admissions officers you don't have a very good awareness of judgment or maturity, which is a problem as they are building a category of college students who have in order to take care of independent life on campus. It is a good idea to make your essay more positive even in case you prefer to recall a difficult time of your life. Because the college essay isn't the exact sort of essay that you write for your high school English teacher, it doesn't need to have the standard essay introduction, which gives a thesis statement. The essay is where to enable the admissions office of your intended college get to understand your personality, character, and the talents and abilities that aren't on your transcript. It's quite important to demonstrate your capacity to be a thorough observer of the planet, since that will be one of your principal jobs as a college student. Also, bear in mind that no college is eager to admit somebody who is too close-minded to gain from being taught by other people. Each student must choose one reading that we've done so far or will read later on, and no 2 students may pick the exact same work. Choosing Good What's a Creative Way to Start an Introduction Paragraph for a College Essay The very first body paragraph is particularly important, since it typically consists of the strongest argument in the paper. Even though you may have a great hook, you should bear in mind that the hook will require support from the remainder of your essay. An excellent opening statement is import ant in timing how you enter your story. However professional you're in grammar, referencing or sentence structure, provided that you make mistakes while writing an essay introductory paragraph, you will likely have your entire document disputed. A transition sentence is a superb method to open the very first body paragraph in a paper. There are a number of simple steps that you may take to make sure your introduction hooks the reader's interest and sets the stage for the remainder of your paper. You may believe that you've got to compose your introduction first, but this isn't necessarily true, and it isn't always the best way to craft a great introduction. Be aware that what constitutes a great introduction might vary widely based on the type of paper you're writing and the academic discipline in which you're writing it. Extensive dialogues at the start of an essay have a tendency to be hard to catch on and follow. Writing introductions isn't always simply. Dictionary introductions are also ineffective simply since they are so overused. Before writing the very first line of your introduction, it is a great idea to write out the thesis. Some people discover that they will need to compose some sort of introduction so as to find the writing process started. It's highly sensible to have your work done by a specialist, an individual with the knowledge and abilities of what's required when it has to do with writing an essay introduction paragraph. Therefore, if you begin with a terrible topic, not only will you wind up with a poor essay, but you risk ruining the excellent impression that the remainder of your application makes. Let's discuss how to begin a paragraph in an essay with the aid of original attention-grabber. If you wonder how to begin a narrative essay, the very best idea is to incorporate a quotation of a renowned individual or a literary quote you enjoy. As if all this brilliant advice was not enough, here are a couple more articles about how to begin an essay with a bang. Write your essay like you would be an excellent second date. A self-introduction essay, since the name suggest, is a component of essay containing the simple info about the writer. Decide what you would like to convey in your essay and place it into words. Contrary to other essays in which you might want to argue or prove something, a narrative essay is all about telling a story. The Meaning of What's a Creative Way to Start an Introduction Paragraph for a College Essay You should also obtain anti-plagiarism software to discover whether your content is 100% original. Your introduction is a significant road map for the remainder of your paper. You might locate a lot of tips online about how to compose a self-introduction essay, but here are a few tips that you might discover useful.

CASES Essay Samples

CASES Essay SamplesCASES A good writing assignment can prove to be an important tool for CASES for exam success. If you take on a written CASES for study course you will need to make sure that you keep to the format specified by the instructor. In order to do this you will need to use a variety of CASES essay samples to get you started.These CASES for study course are usually delivered in the form of lesson plans or tools that are designed to answer the questions that students have about the subject matter. The lesson plan is usually broken down into sections such as CASES for financial status, CASES for health and CASES for individual needs.One of the main purposes of these materials is to prepare the student to address each and every one of the issues that pertain to a particular subject. This is done in the hope that students will be able to apply the information contained within them as they need to in their own CASES for study. However, the student will also be able to see which CASES essays work best to answer the questions and points that they are looking to address in their final CASES for study paper.You will find that there are several kinds of CASES writing samples that you can choose from. It is usually recommended that you use all of them in your preparation of your own CASES for study course paper. Here are some tips for you to follow:CASES review - Most CASES writing samples will require that you use the review materials that will help you understand the importance of CASES in your own writing as well as your own examination results. These worksheets, questionnaires and other materials will help you answer all of the questions that have been posed by the instructors. Therefore it is very important that you understand the importance of the lessons in order to pass your own examination.CASES review and writing samples - After you have completed the various papers that you will be required to write you will then be provided with writing samples. You should use these for practice as well as for studying. If you find that the case's essay samples or the lesson plans provide you with sufficient insight, then you should proceed to use them in your final exam.CASES and the CASES preparation materials that are typically included with the lesson plans will assist you in the development of the CASES essay or study material that you will be working on in your own time. These materials will help you to complete the various forms that you will be required to fill out on your own.If you are not sure where to begin in your quest for a CASES for study course, then you will be happy to know that there are several different avenues that you can take to begin your research. There are many different study guides available in the marketplace today. You will want to ensure that you select one that contains all of the essential CASES materials that you will need in order to succeed in your own examination.

Force of friction experiment Essay Example

Force of friction experiment Paper Limiting static friction Friction always opposes motion. It increases with the applied force. However, it cannot increase indefinitely. When a body is in contact with a rough surface, friction arises at the contact surface if the body is subjected to an applied force. When the applied force exceeds the limiting static friction , the body will start to slip over the rough surface. And the value of is roughly proportional to the normal reaction R. where is the coefficient of static friction at the contact surface. Kinetic friction Generally, the friction acting on a resting block is less than until the block starts to move. Once the body starts to move over the rough surface, the friction would decrease slightly to a value known as kinetic friction . So is slightly less than but it is still approximately proportional to R. where is the coefficient of kinetic friction at the contact surface. remains constant even the applied force is increased further. is slightly less than . 3. Procedure A. Effect of applied force on friction 1. The set up is connected as shown below. 2. Slowly push the wooden plank (together with the trolley underneath) away from the spring balance. Note the increase in the spring balances reading which indicates the static friction . We will write a custom essay sample on Force of friction experiment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Force of friction experiment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Force of friction experiment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer When the block starts to slide, quickly read the spring balance. This maximum value is the limiting static friction. Keep pushing the wooden plank to maintain a steady sliding, and note again the spring balances reading which now indicates the kinetic friction . 3. Repeat the measurement of and few more times to get the average values. B. Coefficients of friction for various materials 4. Add 1 block (totally 2 blocks) onto the original one. Repeat step 2. 5. Add 1 more block (totally 3 blocks). Repeat step 2. 6. Replace the wooden plate with the plastic plate and brick respectively. Use the same face of the wooden block. Repeat step 2 to 5. C. Effect of surface area on friction 7. Place the wooden blocks onto the wooden plank side by side instead of piling up. Then connect them to the spring balance and move the trolley until they slide. Note the readings. 8. Repeat step 7 with 3 blocks. 4Normal reaction R / N 3. 73 3. 73 5. 59 5. 59 5. Errors and Accuracy The error of measurement of mass of blocks is . The error in taking reading of spring balance is . The error in adjusting the position of the scale of the balance is also . Hence the total error in measuring the force is . 6. Discussion Assumptions 1. The elastic strings have no mass. 2. Acceleration due to gravity (g) is taken as 9. 81 ms-2. Actually it varies in different position on Earth. 3. The block and the plank slide horizontally. Random and Systematic Errors Systematic errors include measuring mass of blocks (due to inaccuracy of the electronic balance) and the force (due to inaccuracy of the spring balance). Suggestions for Improvements 1. Since the elastic strings actually have mass. We can improve the accuracy by two ways: (a) Count one half of the mass of the strings into the total reaction force (the another half is supported by the balance, not the blocks). (b) Use blocks with greater mass (e. g.lead blocks). The effect of mass of strings become practically negligible. 2. Determine the actual value of acceleration due to gravity (g). Abnormal Behavior The degree of roughness throughout the brick surface was not constant. It was very difficult to keep the force constant. Comparison of Experimental with Expected Result A. Effect of applied force on friction Static friction increased with applied force. It remained stationary relative to the wooden plank. Until limiting static friction () was reached, the block began to slide and the reading (representing ) remained basically constant. Experimental value of is much smaller than . Theoretically, should be only slightly smaller than. This may be to error. If heavier blocks are used, the difference between and might be smaller. B. Coefficients of friction for various materials Coefficients (both and ): plastic plate wooden plank brick. By common sense, brick is the roughest and plastic is the smoothest. The experimental results prove our assertion. Also, experimental value of is much smaller than . Refer to the above explanation. All graphs are straight lines passing through the origin. This result tell us both limiting static friction and kinetic friction are directly proportional to the reaction force. * The coefficient of static friction of brick is 1. 2, greater than 1. This was because the brick surface was too rough that it was actually not a flat surface. Additional force is required to move the block up and down. The motion was not sliding at all. Therefore the theory of 01 does not hold in this case. C. Effect of surface area on friction Theoretically, friction is independent of contacting area. The result should be the same when the blocks are arranged side by side and piled up. However experimental results show that friction when side by side is slightly greater than that when piled up. This may be due to varying degree of roughness throughout the contacting surface. Increase of contacting area increases chance of experiencing more uneven roughness. This will result in greater fluctuation of frictional force and thus greater experimental error. 7. Answers to Worksheet Questions Q. 16 What is/are the advantage(s) of pulling the wooden plank, instead of pulling the wooden block with the spring balance, in the measurement of and ? Discuss the physical meaning of the spring balances reading in each case. A. 16 It make sure the blocks are experiencing constant applied force. If they were pulled by the spring balance directly, it was difficult to keep the force constant. Then the change in force will be used to accelerate to blocks, instead of just balancing the frictional force. Also, we can ensure the applied force is horizontal by fixing the spring balance on a horizontal platform. If we pull the spring balance directly, the force may not be always horizontal and the useful horizontal component of the force will be smaller than the balances reading. When pulling the plank, the spring balances reading represents the frictional force. When pulling the blocks directly, the reading represents the applied force, which may not be equal (in magnitude) to the friction. Q. 17 In pushing a car (with the engine detached from the wheels), explain briefly why it is more difficult to start the motion, but once the car is moving, it is relatively easier to maintain its motion. A. 17 Limiting static friction is greater than kinetic friction. Especially for a car with mass generally over 1000 kg, the reaction force is very large. So the difference of magnitude between these two types of friction is very significant for a human. Q. 18 In the design of the braking system in bicycles, what parameter(s) should be maximized to achieve a larger frictional force? A. 18 The reaction force exerted on the braking pads and the coefficient of kinetic friction should be maximized. 8. Conclusion This experiment was quite successful. It demonstrated that friction is directly proportional to normal reaction but independent of contacting area. Also, coefficients of static and kinetic friction can be compared.

Forced Migration in Rwanda essays

Forced Migration in Rwanda essays Forced migration is a situation in which the liberty or life of individuals is taken away or threaten at the hands of another. The reasons behind forced migration are beyond the control of those being forced out of an area. Those who are displaced do so because it is the only possible way in which to survive. Often the conditions which cause forced migration include oppressive political regimes, war zones, and areas of famine. There are many recent examples of such forced migration throughout the modern world, specifically the example of mass movement from Rwanda in the mid 1990s. Between 1993 and 1994 over 900 000 were displaced by the war and living in refugee camps (Olsen 1995, 219). The Rwanda case tells us important things about the complexity of links between many different factors. In other words, there is no one reason behind migration of such magnitude. To understand the complex conflicts like the Rwandan genocide, one must be aware of the issues motivating the confl ict. What people do and what physical environment they do it in, but also why they do it must be examined. The forced migration in the African nation was initiated by many sources of insecurities ranging from ethnic insecurities of both distant past and more recent past origins, developmental and resource insecurities as well as geopolitical insecurities. Not only does a sense of threatened security result in involuntary migration, it also has broader implications for the future. Rwanda has been a nation plagued with ethnic insecurities reaching as far back as 1500 A.D. The two main ethnic groups in Rwanda, the Tutsi and Hutu, all spoke the same language, believed in the same god, shared the same culture and lived side by side throughout the country(Uvin 1996), but could agree on very little. Inequality between the Tutsi and Hutu was evident in the sixteenth century in which Tutsi and Hutu relations were dominated by the ...