Research the topic. Define the unfamiliar terms in your prompt. Find out how they are related to each other and some other concepts. Try to find the comments from different parties with different interests and opinions. Add the supporting material to develop your outline. Rely on credible sources only. Cite the primary source if possible (in our case ielts essay writing task 2, cite Baudrillard). Try to remain neutral and present the opposing viewpoints in equally detailed way. In order for your essay to be convincing and make sense, it needs to be presented inside a well structured piece of writing. How do you do this within the framework of an essay's general structure of Introduction, Body, Conclusion. Firstly academic writing research paper sample, you need to be clear about what elements you should include within these three sections of an essay. The table below outlines these elements. Writing an academic essay means fashioning a coherent set of ideas into an argument. Because essays are essentially linear—they offer one idea at a time—they must present their ideas in the order that makes most sense to a reader. Successfully structuring an essay means attending to a reader's logic. "What?" The first question to anticipate from a reader is "what": What evidence shows that the phenomenon described by your thesis is true? To answer the question you must examine your evidence, thus demonstrating the truth of your claim. This "what" or "demonstration" section comes early in the essay example of essay all about myself, often directly after the introduction. Since you're essentially reporting what you've observed, this is the part you might have most to say about when you first start writing. But be forewarned: it shouldn't take up much more than a third (often much less) of your finished essay. If it does, the essay will lack balance and may read as mere summary or description. A typical essay contains many different kinds of information get paid to write academic essays, often located in specialized parts or sections. Even short essays perform several different operations: introducing the argument, analyzing data review of articles, raising counterarguments, concluding. Introductions and conclusions have fixed places, but other parts don't. Counterargument good ideas for persuasive essays, for example essay checker online, may appear within a paragraph, as a free-standing section, as part of the beginning, or before the ending. Background material (historical context or biographical information, a summary of relevant theory or criticism, the definition of a key term) often appears at the beginning of the essay, between the introduction and the first analytical section, but might also appear near the beginning of the specific section to which it's relevant. The focus of such an essay predicts its structure. It dictates the information readers need to know and the order in which they need to receive it. Thus your essay's structure is necessarily unique to the main claim you're making. Although there are guidelines for constructing certain classic essay types (e.g. comparative analysis), there are no set formula. A discussion essay presents and discusses issues surrounding a particular topic--usually one that is debatable and open to argument. A good discussion essay must include a thorough discussion of both sides of the topic. It should provide a well-rounded understanding of the issues before the writer presents his personal opinions and conclusions. As with most persuasive essay formats, the discussion essay's quality relies primarily on the writer's ability to provide solid research and evidence to present different views of the topic.
0 Kommentarer
While most of the committee will have read most of your thesis, you cannot assume that everyone has read every chapter. With that said, I present in 21 days. I really want to reread my thesis not using i in an essay, but every-time I do I find errors. Ack it is soooo discouraging, just silly typos! It is already turned in. It is driving me nuts, I reread the thing a million times and still more typos. Not a confidence builder at this point. Victoria, you hit the nail on the head about how re-reading the dissertation is such a confidence killer because of the typo errors that never seem to go away. I will be presenting my final defense in exactly four days from today. I am not fully ready but hope to be ready by that day. I have no worries about the Q&As because that is probably my strongest attribute. The reason I came across this blog is to find out defense presentation tips because I have a problem with losing my train of thoughts whenever I panic and I think it is because I am not used to public speaking. I agree with some of the tips here but to read through the dissertation to prepare for the defense seems unnecessary unless you did not use it to create your PowerPoint or unless you completed it a long time ahead of your defense. I think the best thing is to create your PowerPoint, notes and go over those over and over rather than your dissertation. You certainly don’t have to memorize every word of your thesis defense talk, but you should have it well-polished. There is no limit (or requirement) on how many practice talks you should give, but give as many talks as it takes until you feel like you are ready. If you are unsure of the quality of your talk (or being “ready”) 1 i already to do my homework, tape record yourself or watch a video of yourself to see just how good it is. You might be surprised when you play it back to yourself. You are going to want to do all those little tasks that you have been putting off for so long because you have spent X amount of months writing your thesis in solitude and you had no time to do them. Your list could be very long. I can tell you that one of the things on my list was to keep publishing blog articles and keep my blog running. I simply did not have enough time. Prioritize and focus on your defense talk and nothing else. If you are looking for jobs during this time period, I will be writing about this in Part 3 of this series. When your committee pushes you and asks you questions, they again will push you to your limits. You will meet a point where you won’t know the answer. Also, a question could simply be a future direction/experiment that you simply haven’t tested yet. Remember that they are simply trying to test your knowledge and humble you. You don’t have to know all the answers. Therefore, when you are answering questions, keep your cool and relax. Answer the questions the best that you can and you should have no problem passing. And in all honesty, the prelim (or qualifying exam) was much harder than the actual defense… Before you go to your next data slides introduce the idea (based on this data I wanted to ask this question). Then tell them WHY you performed this particular experiment (which is basically in the form of a question). Once your audience understands why, go on to the next slide and give them your interpretation. In other words, don’t just jump to the interpretation. This will keep your audience’s attention and make sure that your thesis defense talk gets a lot of positive feedback and leaves a good impression on your committee members (it really does show). Either way college admissions, do not procrastinate on your slides and/or talk until days before. Make sure you use the full two weeks to perfect your slides, polish your talk (and be very concise about your words), and review material you are unsure about. A good thesis talk also has a good introduction before going on to the next idea or slide. It should flow in a logical manner and be smooth. That is why #1 is important, because many people don’t spend enough time in the creation of good powerpoint slides. Your slides and talk have to MATCH up. meaning you can’t have really good slides and a mediocre talk (or vice versa) if you want it to go well. This one is pretty self explanatory. I will say that when it is all said and done, it feels like a huge burden has been lifted off your shoulders. It is emotional and you finally feel that all that hard work and time that you put in over the years-was all worth it in the end. Good luck to all those who are preparing for their defense talk in the future! Think about what it will be like to get up in front of a large audience and show everyone how you moved a field forward. This is YOUR moment to show everyone you are an expert in your field. The more you keep this mentality, the better your talk will be. Keep your cool and relax (#7) and everything will be fine. If you would like to see an example video of a defense talk that illustrates the advice I’ve given, a link to my PhD defense can be found here: http://bit.ly/1sAIT7O Even though my committee didn’t ask me my exact list of questions, the process of coming up with my own list of questions-then finding the answers to those questions (beyond my thesis)-actually helped me gained a deeper understanding of my project. And it was a confidence booster in disguise. Presentation skills is king. It is probably too late to become a TED-level speaker two weeks prior to the defense, but it’s not too late to nail an excellent presentation of your work. Make sure you get these basic things right: simple slides, flow and timing. Practice? Yes essay conflict, of course. A run-through with colleagues is essential and tremendously helpful. But don’t overdo the practice part; if you know it by heart, it will get boring. Leave some room for nerves and energy. I recommend about three to five full trials, of which at least one in the actual defense room. Some questions deserve a few seconds thought. Write them down as soon as you hear that there are several questions bundled into one. Here’s a few standard openings that might come in useful: “A good point, I’m aware of that debate…”; “Yes, on one hand (…) but on the other hand…”; “I see your point, but I respectfully disagree, because…”; “I’m not an expert in that area, but here’s how I view that…”; “I understand that question as follows… (tweak it into something you’ve prepared to answer)”. In general, talk more if you’re confident, be brief when you’re on thin ice (this is much more tricky than it sounds like!). Use examples if you have them. If you’ve done case studies, refer to them. No one knows what you have seen and heard, hence you own the truth and can speak freely and in pictures. Examples come with the additional benefit of being interesting for the audience. Thank you very much for the post. I am close to my defense. My advisor and most of my committee is very supportive of my work. However one member is creating nuisance over a published (peer-reviewed journal) part of my dissertation and essentially making comments in academically unprofessional tone? I need him to sign my dissertation. If you or someone can offer some thoughts on this … In fact, the committee has better reasons to be nervous than you; the audience want you to succeed and be brilliant. It is not everyone against you, it is everyone against the committee. The opponents want to appear smart but friendly. An experienced professor told me that in many cases they are so hung up in performing with their questions, that they don’t really pay attention to all your answers. After all, it’s a small research community and what goes around comes around. They’ll be much nicer than you fear. A defense presents evidence for a thesis. What kind of evidence is apprpropriate depends on what kind of thesis is being defended. This is a reasonable thesis if process X is a serious contender. The defense would be an analysis of the limits of process X, i.e. things it can't do, or things it does wrong, along with evidence that those things matter. Once you've refined your claim into a good thesis, now you can determine what kind of defense is appropriate for it and what more you need to do. This is where the hard part comes, psychologically, because to create a defense for your thesis, you're going to have to attack it harder than anyone else. What happens if the thesis fails? Negate it and defend that! In a year or so of focused research, you should be ready for a real thesis defense. Thesis: process X is a better way to do task Y than any previously known method Many students make the mistake of picking this kind of thesis to defend. It requires serious experimental evidence to defend, unless your real thesis is of the previous form, i.e. only process X is possible. Selected excerpts from protocols and surveys of your officemates are not psychological evidence example of critical thinking, no matter how much they might have inspired your work. This is usually defended by a logical argument. It is usually very tough to do cv covering letter sample, even if the argument doesn't have to be formalized. It won’t be like that tomorrow, I promise. You’ve already won this race; now there’s nothing to do but enjoy the scenery as you cross the finish line. As your adviser, you know I would have counseled you to postpone if I thought you weren’t ready. But you’re ready. In fact, because you are almost comically ready, the following five pieces of advice are the only ones I can offer: 3. Bring water. Brings lots of water. Your mouth will go dry. You’ll be the focus of all attention and it’ll be amazed how depleted you can become merely from turning your head one side of the room to the other–even when you are at ease with your subject. Your 273-page volume–the weighty, serious, mighty tome–is sitting in the center of my cluttered desk. Since it’s bigger than everything else around it (how small and slight those 20-page student papers look in comparison!), I can’t miss it. It’ll be there tomorrow when we all meet to perform the one-to-two-hour ritual during which you “defend” your work to your advisers reading as a thesis, your committee members, and your colleagues. Speaking with people who have already defended their theses can be extremely helpful, as it can provide you with confidence as well as a stronger sense of the expectations you are facing. In addition, attending the defenses of others will afford you the opportunity to observe interactions between students and committee members write my essay discount, hear the types of questions you may face, and identify the characteristics of strong and weak thesis defenses; it will provide insight on what to do and what not to do. No matter how nervous you are, be sure to focus and to listen with care to the questions posed to you. Take a moment to pause before you give your answer if you need to - they are not looking for quick responses, but they are looking for solid ones. You should expect to be asked to address the more controversial aspects of your thesis. Keep in mind that you don't have to defend everything about your thesis. If you don't have an answer to a question, don't fake it or make any promises - reply that the question is interesting and that you will consider it in the future. Defending your thesis requires you to be political to a certain extent. The thesis defense is your opportunity to take the stage and to demonstrate the growth and progress you have experienced in your years as a graduate student. This is your chance to showcase your research abilities how to topics for writing essays, as well as to finish your degree requirements. Defending your thesis statement can help you obtain helpful feedback and recommendations that you can incorporate into your final draft. Additionally, one question you should anticipate from your thesis committee is, "What do you plan to do with the thesis write my book report, beyond graduate school?" Do you intend to revise it for publication as a book? Do you intend to do further research on your topic once you've gotten a job coming out of grad school? Do you intend to seek grants to help you further develop your project? Do you intend to collaborate with another scholar before you offer your work to a broader audience? Be aware of the fact that you probably know your topic far better than most or all of the professors who form your thesis committee. You've likely been researching and contemplating your topic for well over a year, and the material will be fresher and more immediate for you than for them. If you pause to think about this, it should give you extra confidence going into the thesis defense. One of the most crucial things to remember when defending your thesis is to maintain a level of passion about your research. If you are passionate about your work, your advisor and committee will take note of this contrast comparison essays, and it will underscore the importance of your thesis. After all, who isn't passionate about the concluding event of a long and difficult journey? Also, they care for me when I am sick and they give me the necessary things to get better. They teach me good values like how to behave, to respect other people, and to share with other people. Sometimes they push me in certain directions and have high expectations for me, but now I really appreciate everything they have taught me. I understand why they do certain things and it is because my parents want the best for me. On certain occasions I get mad, but later appreciate their words of wisdom and understand. My parents are wonderful. The host mom Shellie was a single mom who had two of her own sons and two Russian daughters that she had adopted. The kids always had something warm to eat essay research write, and were always on their best behavior at home and in school. It would be fair to say that this was all due to Shellie’s upbringing. My room was on the first floor, right in front of Shellie’s hair salon, a small business that she ran out of her home. In the living room were six or seven huge amplifiers and a gigantic chandelier hung from the high ceiling. The kitchen had a bar. At first, the non-stop visits from strangers made me nervous, but soon I got used to them. I remember one night, a couple barged into my room while I was sleeping. It was awkward. I lived with the Ortiz family for seven months like a monk in the deep forest. However, the host dad Greg’s asthma got worse after winter, so he wanted to move to the countryside. It was unexpected and I only had a week to find a new host family. I asked my friend Danielle if I could live with her until I found a new home. That’s how I met the Dirksen family, my fifth family. I lived with the Ortiz family for seven months like a monk in the deep forest. However, the host dad Greg’s asthma got worse after winter 10 types of essay and examples, so he wanted to move to the countryside. It was unexpected and I only had a week to find a new host family. I asked my friend Danielle if I could live with her until I found a new home. That’s how I met the Dirksen family, my fifth family. Show 3: " the Struiksma family taught me to reserve judgment about divorced women and adopted children." My second family was the Martinez family, who were friends of the Watkins’s. The host dad Michael was a high school English teacher and the host mom Jennifer (who had me call her “Jen”) taught elementary school. She had recently delivered a baby, so she was still in the hospital when I moved into their house. The Martinez family did almost everything together. We made pizza together, watched Shrek on their cozy couch together, and went fishing on Sunday together. On rainy days, Michael, Jen and I would sit on the porch and listen to the rain, talking about our dreams and thoughts. Within two months I was calling them mom and dad. 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 essay on the road not taken, 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, we would gather in the living room and Danielle would play the piano while the rest of us sang hymns. The Ortiz family was my fourth family. Kimberly essay editing service, the host mom, treated me the same way she treated her own son. She made me do chores: I fixed dinner how to edit a essay, fed their two dogs Sassy and Lady essay happiness for me, and once a week I cleaned the bathroom. I also had to follow some rules: No food in my room, no using the family computer, no lights on after midnight, and no ride unless it was an emergency. The first couple of months were really hard to get used to, but eventually I adjusted. Here are all the “Show” and “Tell” moments clearly marked: The host mom Shellie was a single mom who had two of her own sons and two Russian daughters that she had adopted. The kids always had something warm to eat, and were always on their best behavior at home and in school. It would be fair to say that this was all due to Shellie’s upbringing. My room was on the first floor, right in front of Shellie’s hair salon, a small business that she ran out of her home. In the living room were six or seven huge amplifiers and a gigantic chandelier hung from the high ceiling. The kitchen had a bar. At first, the non-stop visits from strangers made me nervous, but soon I got used to them. I remember one night, a couple barged into my room while I was sleeping. It was awkward. The child on the other hand may have very incorrect views on how much responsibility he or she is due at whatever age. The child may believe at the age of 11 that he or she can be left alone at night, or that at 15 he or she should be able to drink alcohol. The child may also have a skewered perception of how much responsibility he or she is getting. The child may receive quite a bit of responsibility and not realize it. Image Source: images.clipartpanda.com Our family has been known for discipline and values. We give great importance to values and morals in life. Since our early childhood we are taught to respect the elders and love the children. We learnt the lesson of punctuality and honesty from our grandfather. It is due to the good education of our grandparents that we could excel both in sports and education. Since our childhood we have been put into the habit of rising early in the morning. This has a natural effect on our health and physical fitness. ___________________________________________________________
Second, being able to rely on one's family is another reason why the family is very important. The first person one turns to in trouble social justice essays, pain or even joy and happiness is the family. Whatever the problem is, parents are always there for their children. People feel safe within their families where they find love, care and understanding. One would never be betrayed by his family, no matter what his social status is. Whether a person is rich or poor, sick or healthy, happy or miserable, his family will never give up on him. First, the fact that the family plays a huge role in one's life by influencing children gives the family a vital importance. Because children are the future cover letters for students, whatever the family inculcates in them could be crucial."How can we best ensure that children will grow up into a successful adulthood?" By inculcating good morals, principles, and values in children, the family is building a future that is optimistic, bright and full of hope. How can one imagine a world where children have no morals, principles, or values? It would be wrong example of an essay about my family, wicked, and revolting. Image source: fcfsc.org/wp-content/uploads/slider-wd/family.jpg Now what is a family? By just saying that you live with your family does not hold any values to being a part of the family. Four or five persons living under one roof does not become a family. In short, the book discusses several instances in which typical American history classes do not tell the whole story. For example, the author addresses the way that American history classes do not usually address about the Vietnam War, even though it happened only a short time ago. This made me realize that we hadn't discussed the Vietnam War in my own history class! The book taught me that, like my story of the Indian reservation, there are always more stories beyond what we see on the surface and what we’re taught in school. I was inspired to continue to tell these stories and to make that my career. It is a cliché to say that I’ve always known what I want to do with my life, but in my case it happens to be true. When I first visited Sea World as a young child, I fell in love with marine animals in general. Specifically can i sell my research papers, I felt drawn to manatees. I was compelled by their placid and friendly nature. I knew then and there that I wanted to dedicate my life to protecting these beautiful creatures. While I know that your organization typically awards scholarships to students planning to major in disciplines directly related to conservation such as environmental studies or zoology, I feel that the public relations side of conservation is just as important as the actual work done on the ground. Whether it is reducing one’s carbon footprint, or saving the manatees, these are efforts that, in order to be successful, must involve the larger public. In fact, the relative success of the environmental movement today is largely due to a massive global public relations campaign that turned environmentalism from something scientific and obscure into something that is both fashionable and accessible to just about anyone. However, that success is being challenged more than ever before--especially here in the US letters of application for teachers, where an equally strong anti-environmental public relations campaign has taken hold. Therefore, conservationists need to start getting more creative. Follow the prompt and other instructions exactly. You might write a great essay but it may get your application rejected if you don’t follow the word count guidelines or other formatting requirements. This is why I’m applying for this scholarship. Your organization has been providing young aspiring journalists with funds to further their skills and work to uncover the untold stories in our communities that need to be reported. I share your organization’s vision of working towards a more just and equitable world by uncovering stories of abuse of power. I have already demonstrated this commitment through my writing in high school and I look forward to pursuing a BA in this field at the University of Michigan Ann Arbor. With your help writing essays services review, I will hone my natural instincts and inherent writing skills. I will become a better and more persuasive writer and I will learn the ethics of professional journalism. For more tips on writing a scholarship essay essay writing examples esl, check out our Eight Steps Towards a Better Scholarship Essay . Of course, putting so much emphasis on an essay may make it seem like a daunting task, especially if you don't consider yourself a great writer. By following these four tips, just about anyone can create a standout essay. Don't just mention that you work with disadvantaged kids ; tell them how your love of soccer got you into coaching those kids. Don't just tell them about your acting awards; show how the stage helped you conquer your shyness. Putting your unique interests and perspectives on the page will go a very long way toward creating a memorable essay. A few minutes of proofreading by a trusted editor can make a huge difference. I also recommend reading your essay aloud to yourself, so you can hear how it flows. This will also give you time to craft an outline it cover letter for resume, which can help your essay stay concise and on target. Think of two or three main points you want to make in response to the essay question, add some supporting information under each of them, and consider a sentence or two of introduction and conclusion. Before you know it, you'll have built the structure and thesis of your essay, and you won't have to rush to write it. Are they emphasizing classroom performance? Looking for someone who's dealt with adversity at home? Interested in character or community service more than grades? Whatever the answer essays on mark twain, your research will put you a step ahead of applicants who are copying and pasting "one-size-fits-all" essays. Paragraph IV My love for animals has been encouraged by my family and friends. I have had the opportunity to volunteer with the local animal shelter and provide basic care to the stray animals. With the help of my biology teacher, I was able to start a 4-H club on campus. Many of the other students on campus developed an interest in the animals and now our club has 100 members. My family also has many animals for which I provide care, including basic needs as well as first aid. I find that I enjoy that aspect of pet ownership best. Unfortunately, my family cannot afford to pay for my entire education, so I hope to use my skills and love of animals to help me pay for college. Based on my own experience, I have outlined what I believe to be the key criteria used by scholarship committee judges for evaluating scholarship application essays on the themes of leadership and community impact. My advice would be to address all of these areas in your essay, whether the question explicitly asks for it or not. Hayley Capp is the winner of the 2013 QS Leadership Scholarship. Covering up to US$10 dictionary essay,000 of course fees for a graduate program, the scholarship is awarded to the applicant best able to demonstrate his/her ability to use entrepreneurial and leadership skills to make a positive impact on a community. Using the keywords from the scholarship statement throughout your essay will demonstrate your commitment to addressing the question being asked. For instance, I made a special effort to ensure references to ‘leadership’; ‘innovation’ and ‘impacting communities’ ran throughout my essay. After identifying the key themes samples of biographical essay, it is important to understand what each of these ideas really means work on research paper, beyond the initial level. For instance, I acknowledged that the meaning of ‘leadership’ involved identifying the effects my leadership had – the actions taken and results achieved under my leadership – and not simply describing the position I held and my responsibilities. The more depth you bring to your understanding of the meaning of each theme, the more examples you will be able to identify to demonstrate your abilities. For every scholarship that you attempt to win, you will be competing with students who share similar backgrounds and goals. If you are applying to an award that supports students who want to become doctors, you can bet that 99% of the students applying also want to become doctors. Therefore outline format for essay writing, the goal of every scholarship judge is to determine the best applicant out of a pool of applicants who at first glance look very similar. Use the essay question as a way to prove to the scholarship committee that you are the worthiest applicant for the award. Once you know this what is justice essay, you can choose which aspect of your life to highlight in the essay. The theme of your essay is almost always determined by the purpose of the award or why the organization is giving away the money. The scholarship essay example 2 question (Who has been the most influential person in your life?) is a common scholarship prompt. The example posted here is a winning scholarship submission that deals effectively and affectionately with the question. 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 . 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. Wickersham, L. & McGee, P. (2008). Perceptions of satisfaction and deeper learning in an online course. Quarterly Review of Distance Education, 9 (1), 73–83. 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’. 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. 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). 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’. Student Satisfaction with a Web-Based Dissertation Course: Findings from an International Distance Learning Master’s Programme in Public Health The Sloan Consortium. (2013). Sloan-C Quality Framework. The 5 Pillars. 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 Sharpe, R. & Benfield, G. (2005). JISC research elearning experience & pedagogy. JISC. 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. 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. 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 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. 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. 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]. 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]. 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. 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. 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. 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. 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. 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’. Postgraduate courses often include a research or project based dissertation, and students are allocated an academic supervisor to support this process (Meeus * homework help for buy online, 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, Day, & McLaughlin, 2008). Furthermore, few have attempted to evaluate the quality of the entire dissertation process (Aspland, Edwards, O’Leary, & Ryan, 1999) types of case studies in research, 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. 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. Abrami, 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 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]. 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). 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. Bennett, 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 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. Gemmell, 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. Sanders, R. (2006). The “Imponderable Bloom”: Reconsidering the role of technology in education. Innovate Journal of Online Education, 2 (6). 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. 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. 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]. Roger Harrison, Isla Gemmell, and Katie Reed 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. 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’. 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). The median number of hours estimated by students to have spent working on their dissertation was 250 (range 40-2,000). (Figure 1) 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 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, p = 0.694). 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. Keywords. Supervision; dissertations; thesis; master’s degree; postgraduate; satisfaction Driscoll, A. Jicha, 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, 40 (4), 312–331. doi:10.1177/0092055X12446624 Allen, I. & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Newburyport, MA: Sloan Consortium. 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 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]. Students were asked “overall writing a informative essay, 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). 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 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 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. 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 essay about heros, Eds.) Structure, 15 (20), 94. Retrieved from http://newrepo.alt.ac.uk/629/ 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 custom paper writing companies, 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 examples of essays for college students, just quick emails or ad hoc phone calls” [respondent 26]. 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 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 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 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]. 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. 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. 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]. 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 essays about writing skills, 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. Sahin, I. & Shelley, M. (2008). Considering students’ perceptions: The distance education student satisfaction model. Educational Technology & Society, 11 (3), 216–223. 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 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. 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. 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, the learner’s autonomy, and their competence with technology (Ke & Kwak, 2013; Bolliger & Halupa, 2012; Carroll, Booth, & Papaioannou, 2011). 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. 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. 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. 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 essay about a website, 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). 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). 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’. 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. McCallin, A. & Nayar, S. (2012). Postgraduate research supervision: A critical review of current practice. Teaching in Higher Education, 17 (1), 63–74. 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 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. 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 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. 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. Chen, P.-S. D. Lambert, A. D. & Guidry thesis outline, 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 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 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. 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 example a report essay, 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]. 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). Quan-Baffour, K. & Vambe, M. (2008). Critical issues in the supervision of post-graduate dissertations in distance education environments. Open Education, 4 (1), Section One. 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 titles for my essay, 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. Childs, S. Blenkinsopp, E. Hall, 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), 20–32. 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). Typically, you'll have your new resume in your hands within a week. Including revisions, the process rarely takes longer than two weeks. If that's not quick enough online term paper reviews, we do offer the option for a rush order. TopResume employs hundreds of resume writers with over 65 industry specializations between them. Once we assign you a resume writer, they'll begin a first draft and reach out with any additional questions they have for you. You will go back and forth with your writer on drafts until both of you are happy with the final result. The short answer is no. Here you'll find our recent testimonials and some real samples of our work. In addition free essays online for students, we stand by our work with a no-hassle guarantee. If you're not satisfied with the TopResume service, we will do everything we can to make sure you are satisfied. I had the pleasure of working with TopResume after trying unsuccessfully to get an interview for three months. The results came fast! I soon received 15 email inquiries and now have three interviews set up! A skillfully crafted resume is essential to your success. You have about 10 seconds to make a powerful first impression. ● Professional writing for resume, LinkedIn profile questions essay, CV buy research paper plagiarism, cover letter how to type an essay fast, thank-you and follow-up letters conclusion of an essay structure, and other types of documents; ● Distribution of applications to employment agencies. If you want to win over your potential boss with pizzazz for a wide range of career levels, fields, and industries, then give CareersBooster.com a try. Its strategy entails of a multitude of methods used in creating, developing, and improving upon any given resume such as the use of industry-specific keywords that will be recognized by potential employers when they browse your curriculum vitae. Read full review We have a unique team of successful, talented resume writers with extensive experience in creating CVs that win job seekers interviews for their dream jobs. We let our clients chose between having a CV and a Resume written. While both contain roughly the same information, a CV is normally arranged as an essay with a thematic structure. In contrast, a resume presents information chronologically and in a concise fashion.
This particular company has years and years of resume writing success and veteran HR experience. Their writers will assist you in landing your dream job because of their adeptness at conveying your advantages and achievements and how they relate to your responsibilities in your chosen field that will surely impress any given hiring manager. Read full review
Writing a resume has never been an easy task. Knowing what information to include and what format to use is easy compared to knowing exactly what a prospective employer is looking for in a potential employee’s resume. In realizing this, it would certainly be beneficial for anyone who needs a resume written to hire a professional or executive resume writer. A brand new kind of a custom writing service A buzz word coined by Jim Cramer based on the idea that "buy and hold" is a losing strategy. Cramer's buy-and-homework strategy is to spend at least one hour a week researching each stock in your portfolio. Madeline M. reviewed Ultius on Jul 09, 2015 via SiteJabber Click to see the original review on an external website. ? Learn more about our commitment to verified reviews. Not what you're looking for or not convinced? Sample Writing ii i Revisions are offered within seven (7) days of a completed order and are free with a three-day deadline. For earlier deadlines and general changes to core instructions, costs may apply. Explore the full Revision Policy . The company offers free revisions essay topics for grade, but there are some limitations like the deadline and whether we met the original instructions. When you buy homework from an online service it is natural that you’ll want to be kept in the loop about how the assignment is coming along. Thanks to our confidential message system check your essay plagiarism, you can interact directly with your writer without ever compromising your privacy. Your personal information will never be known by the writing staff at Ultius and will never be shared by our sales team. Through the message system you can ask questions good college essays topics, give instructions, and provide or receive attachments from your writer regarding that specific order. Custom sample services are for model and reference use only. When referencing our work, you must use a proper citation. There are also areas for you to provide typed instructions so you can communicate exactly what you need. We know that there can be a lot of details to consider when you buy homework and we want to satisfy every facet of your order. Once your order is placed, there will be even more opportunity to give specific instructions and provide attachments if you have files to help your writer along. We’ve spent a lot of time honing our ordering process to make it as smooth and thorough as possible for both your benefit and our writers’. It is our intent to get you your order as quickly as possible and to make sure it’s done right the first time. Rest assured that our custom writing services deliver world-class content that is on time and up to par with your quality expectations. Ultius Writing Services Buying homework online can be a stressful process. But it doesn't have to be. As the global leader in creating custom academic content for students and individuals, Ultius has perfected the art of sample writing. and the care that comes with it! By killing felons, the death penalty removes the burden of housing them within the penitentiary system. Prison overcrowding and overstretched resources are key issues in prisons in many countries. Due to the severity of prisoners’ crimes on death row format a cover letter for email, it costs much more to feed, house, and seclude these often dangerous inmates than if they were simply put to death. And if they were paroled, there is always the chance they could re-offend, which is completely eliminated with the death penalty. The concept of retribution, that the perpetrator is punished in a manner fitting to the crime, is also used to support the death penalty. The Death Penalty: Pro There are many arguments against the death penalty that are both practical and ethical. It is very difficult to know the exact moral status of the death penalty, though many see it to be a degrading, barbaric, and amoral. The opponents of the death penalty argue that it causes incredible suffering and pain for the sentenced and brutalizes society as a whole where it operates. Both of these factors could have negative effects on crime and criminality. The vast majority of people would at least argue that human life is highly valuable and should be preserved pay someone to do my university work, though the extent at which preservation should make-way for retribution is where things become very debatable. ( as cited in Carrington, 1978. p. 87). Death Penalty Fails to Rehabilitate for hire, where the possible penalty of death may well enter In an interview with Professor van den Haag, a psychoanalyst and adjunct professor at New York University, was questioned, “Why do you favor the death penalty?” His answer was that the Federal prison had a man sentenced to Life who, since he has been in prison committed three more murders on three separate occasions .They were prison guards and inmates. There’s no more punishment he can receive, therefore, in many cases, the death penalty is the only penalty that can deter. He went on saying “I hold life sacred, and because I hold it sacred, I feel that anyone who takes some one’s life should know that thereby he forsakes his own and does not just suffer an inconvenience about being put into prison for sometime (as cited in Isenberg, 1977 how to make a reviewer, p. 135) Death Penalty Deterrent Effect Today, one of the most debated issues in the Criminal Justice System is the issue of capital punishment or the death penalty. Capital punishment was legal until 1972, when the Supreme Court declared it unconstitutional in Furman v. Georgia stating that it violated the Eight and Fourteen Amendments citing cruel and unusual punishment. However, in 1976, the Supreme Court reversed itself with Gregg v. Georgia and reinstated the death penalty but not all states have the death penalty. I heard on the news last month, February 2000, where a 62 year-old grandmother, Betty Beets, was pleading for her life because she was on death row and was going to be executed. At first, I felt very sorry for her, but after doing research on her, I learned she had five husbands. She had already killed the fourth one best compare contrast essay topics, and served a prison sentence for murder, and she got out of prison early. She murdered the fifth husband-she shot him, and buried him in her back yard. Betty Beets was imprisoned a second time, and now was pleading for her life? It has been proven these killers do it again and again. The rate of recidivism is high for people who commit murder and crimes. I feel murderers should be executed the first time because chances are they will come out of prison and kill another innocent person again. We need stricter laws and swift death penalty. Thirteen states do not have the death penalty: Alaska, District of Colombia, Hawaii, Iowa, Main, Massachusetts, Michigan, Minnesota, North Dakota, Rhode Island, Vermont, West Virginia, and Wisconsin. In arguments of the death penalty, there are two lives to think about. Too much emphasis is placed on the convicted murderer, the one being executed, and the victim is all forgotten. Could the same effect be achieved by putting the criminal in prison for life? “Life in prison” means in six months the parole board can release the man to 12 years in some states. “But even if it were real life imprisonment, it’s deterrent effect will never be as great as that of the death penalty. The death penalty is the only actually irrevocable penalty. Because of that, it is the one that people fear the most (Isenberg, I. 1977). DEATH PENALTY ARGUMENTS: Death is one penalty which makes error irreversible and the chance of error is inescapable when based on human judgment. On the contrary, sometimes defendants insist on execution. They feel it is an act of kindness to them. The argument here is - Is life imprisonment a crueler fate?” Is there evidence supporting the usefulness of the death penalty securing the life of the citizens (McClellan, G. 1961)? such as those who act in passion, for whom the threat of empirical evidence supporting or refuting this view. miscarriage of justice that must be opposed whenever Grant McClellan (1961) claims: deterrent than lesser penalties, there is no convincing Alabama, Georgia, Arkansas, and Virginia - all of them Death Penalty Saves Lives enforce the death penalty. The fact is that fear of the The American Civil Liberty Union (ACLU) is working for a moratorium on executions and to put an end to state-sanctioned murder in the United States. They claim it is very disturbing to anyone who values human life. Crime growth has been going up in the past because of too much leniency going hand in hand with the increased rate of people being victimized. There are many loop holes devised for offenders, and because of that crime rate has increased drastically. Between l960 to 1968 crime rate increased 11 times. More and more people are being murdered, raped, assaulted, kidnapped, and robbed, etc. (Isenberg, I. 1997). by it, the activity is warranted. Most human activities like My research on issues on the death penalty is one of the most debatable in the criminal justice system. Today, there are many pros and cons to this death penalty issues. However, if people weigh the arguments properly, and have empathy for the victims, they will be more inclined to favor capital punishment. As a matter of fact, most people in the U.S. today are in favor of it. But we need more states to enforce the death penalty. medicine, manufacturing, automobile, and air traffic, sports, Death is an experience that cannot be experienced and ends all experience. Because it is unknown as it is certain, death is universally feared. “The life of a man should be sacred to each other (Bedau, H. 1982, p. 330)”. Hugo Bedau (1982) claims: Frank Carrington (1978) states- is there any way one can tell whether the death penalty deters murders from killing? There is no way one can tell whether the death penalty deters murderers from killing. The argument goes on that proponents of capital punishments should not have to bear the burden of proving deterrence by a reasonable doubt. Nor should the abolitionist have to prove deterrence by a reasonable doubt -neither side would be able to anyway. He (the husband) was sentenced to death, but committed suicide in prison. She recently learned that prior to the killing he had contracted someone $5,000 to burn their house while she and the kids were inside. The purpose of this paper is to look at both sides of the arguments of the death penalty-the pros and cons, and how our criminal justice system makes legislatures, courts, and the U.S. Supreme Court chose to resolve issues. Interesting issues are brought up like the fear of the death penalty, bible quotes, how life is sacred, and the execution of the innocent. You will note too much emphasis is placed on the convicted murderer and not on the victim. The murderers get out of prison early and murder again. There are evidence to both sides of the argument in whether the death penalty is a deterrent or not. In question of the death penalty, I ask you to weigh both sides of the argument carefully and make your decision based on the action that will serve the best humanitarian purpose of criminal law. In 1958 the10 states that had the fewest murders –fewer In a foot note Bedau (1982) cites, “Actually being dead is no different from not being born, a (non) experience we all had before being born. But death is not realized. The process of dying which is a different matter is usually confused with it. In turn research paper on sociology, dying is feared because death is expected, even though death is feared because it is confused with dying (p. 338)”. What would it accomplish to put someone on death row? The victim is already dead-you cannot bring him back. When the opponents feel “fear of death” will prevent one from committing murder, it is not true because most murders are done on the “heat of passion” when a person cannot think rationally. Therefore, how can one even have time to think of fear in the heat of passion (Internet)? The framers of the constitution clearly believed that Capital punishment was an acceptable mess of protecting society form “wicked dissolute men” Thomas Jefferson liked to talk about it (Carrington, F. 1978). Threat of Death Penalty Rate of Homicide Decreases in 27 states. When there was a moratorium on Capital Punishment in the United States, the study showed murder rates increased by 100%. The study also reviewed 14 nations who abolished the death penalty. It (the study) claimed murder increased by 7% from five years before the abolition period to the five years after the abolition (Internet). not to mention wars and revolutions, cause death of Opponents claim lots of innocent man are wrongly executed. There has never been any proof of an innocent man being executed. A study by Bedau-Radlet claimed there were 22 cases where the defendant have been wrongly executed. However, this study is very controversial. Studies like Markman and Cassell find that the methodology was flawed in l2 cases. There was no substantial evidence of guilt, and no evidence of innocence. Moreover, our judicial system takes extra precautions to be sure the innocent and their rights are protected. Most likely an innocent person would not be executed (Internet). Opponents argue that there is no deterrent effect by using the death penalty. According to Baily, who did a study from l967 to l968, the death penalty was a deterrent penalty may not function as a significantly greater A punishment is just if it recognizes the seriousness of the crime. “Let the punishment fit the crime” is a generally accepted and sound precept. In structuring criminal sentences, society must determine what punishment fits the premeditated taking of innocent human life. To be proportionate to the offense of cold-blooded murder, the penalty for such an offense must acknowledge the inviolability of human life. Without a death penalty, the criminal law’s penalties will essentially “top out” and will not differentiate murder from other offenses. Only if the sentencing structure allows for a substantially greater penalty for murder will the range of penalties fully reflect the seriousness of ending the life of an innocent human being. Some of the pros and cons are as follows: Pros- Just Punishment- Custom Student Mr. Teacher ENG 1001-04 25 June 2016 Cons- Risk to the Innocent- The risk that an innocent person might be executed, Unlike all other criminal punishments, the death penalty is irrevocable,(IRREVERSIBLE) We as a society have to move away from the “eye for an eye” revenge mentality if civilization is to advance. A limited time offer! Get custom Essay sample written according to your requirements Incapacitation- Capital punishment also serves to effectively prevent murderers from killing again. This incapacitation effect is particularly important because of the continuing risk posed by those who have already taken a human life. For example, according to data from the Bureau of Justice Statistics, of 52,000 state prison inmates serving time for murder in 1984, an estimated 810 had previously been convicted of murder. Had some of these murderers been given the death penalty for their first murders, innocent people would have been spared. Only a capital sentence can permanently end the threat to others posed by the most serious murderers. Both sides of the argument will be addressed here how to write college application essays, so that conclusions can be drawn from the information presented that will hopefully shed some light on the debate and determine which side is correct. There is, however, seemingly much more information available that is against the death penalty than for it. It is also possible that a determination will not be able to be made due to the fact that there are so many issues and beliefs that surround each side, and statistics can be made to show many things, depending on who is utilizing them and how the numbers are manipulated. It is for this reason that statistics will not play a large role in the scope of this paper, as numbers often vary. On one side of the debate, there are those that believe that killing is morally and ethically wrong, whether it is the killer and his victims or the government and the killer. The ethical dilemmas that are faced by this issue are not designed to be discussed here. They are important and worthy of discussion and thought, but the scope of this paper does not allow for space to debate the ethical issues that involve the death penalty as it pertains to violent individuals and their reasons for their actions. The purpose of this paper is to leave those issues aside and determine whether there is a basis of truth in the statement that capital punishment deters violent crime. This statement is used by many who believe in the death penalty academic writing an argumentative essay, and they argue that these criminals will not be able to do any more harm, which is certainly true, and not a question for debate. What is debatable, however, is whether the idea of the death penalty affects those that might commit violent crimes, and whether it stops them from doing so. There are many that believe this, and others that insist that there is little to no effect. Published: 23rd March, 2015 Last Edited: 23rd March, 2015 those contemplating criminal activities do not rationally weigh the benefits and costs of their actions, There are several effective arguments against the death penalty, including the fact that some people have been executed writing a good college entrance essay, and the government has later discovered their innocence. There is not much to be done at that point, and instead of deterring violent crime, it makes the death penalty seem unjust and unfair. It also draws into question once again whether the death penalty is such a good idea, since it can sometimes be used incorrectly and innocent people are made to suffer for the mistakes of the police, prosecutors, and government (Rivkind & Shatz, 2005). It would seem that many criminals would find this more amusing than frightening. They do not take their chances of being caught and subjected to the death penalty seriously enough to be frightened by the penalty like many assume they will be (van den Haag, 2001). One is left to wonder why this is so, and whether the death penalty actually would work if everyone found guilty of a violent crime and proved guilty with DNA evidence and/or a confession was executed within 30 days. There would be less prison overcrowding, and appeals would not be allowed. Enacted in this way, the death penalty might be a better deterrent against violent crime, because the stakes would be much higher than they are now, and the chances of being executed would be much greater. It would give criminals more to think about when they were contemplating their violent crimes, and society (at least that part of society that supports the death penalty) would feel better about not supporting these criminals while they appealed and worked to save themselves. It is also possible that more people would come to see the death penalty as a good idea if they could be shown that there was less prison overcrowding and that the amount of violent crime was actually dropping because of it. This might help society out in several ways, but it is unlikely that this will come to pass. There are always those that will fight for the rights of convicted prisoners, and argue that they are misunderstood. Another point of this argument is that the death penalty brings closure for the victims of the families that have lost loved ones. There is apparently a satisfaction, at least for some, upon seeing these people give up their life at the hands of the government. The chapter of their lives that dealt with that person has come to an end, and they can finally feel that they can move on with their lives (Radelet & Akers, 1996). This is somewhat related to violent crime, in that there is always the possibility that survivors who have lost loved ones would consider taking their vengeance out on others because of their pain and sorrow, and this could lead to even more violent crimes. Violent criminals that are paroled also run the risk of being killed by those that know what they did and believe that they should have died. This creates more violent acts in society and more problems with how to punish these individuals. Having the death penalty for violent crimes often prevents this. According to some that believe in God and feel that the death penalty is acceptable under the scriptures, make one main point, which is that "This is not an issue that may be measured accurately in terms of statistics. No one can ever know how many potential murderers have refrained from taking human life due to their fear of prosecution personal cover letter for resume, conviction, and ultimate execution" (Jackson, 2003). It is also questioned during this same argument that those who conclude that the death penalty is not a deterrent to violent crime should also be able to conclude that prison is not a deterrent either, since people seem to keep committing crimes, whether or not they think they will go to jail. They came to try and prove that this was a humane way of killing a man, and were unanimous in the end, pronouncing this as a quick and painless method of execution. "Several of them said they thought it the most merciful form yet devised." (Vila, pg. 78-79) This is what happened to the victim according to A. Huftaker, E. E. Hammer, and Major D. A. Turner of the Army Medical Reserve Corps. The man went unconscious after his first breath of the vaporized acid (liquid hydrocyanic acid). Since the man was unconscious he did not feel any pain and died almost instantly. There for the death penalty was for that time a humane way of killing someone. Not long after electrocution was tried as being inhumane, the gas chamber was challenged as being cruel and unusual punishment also. Gee Jon and Hughie Sing were the first two people to be sentenced to die by lethal gas. Justice Coleman, after the appeal was denied, relied on the Eighth Amendment prohibition against cruel and unusual punishment to try and prove that the courts was not able to say that lethal gas was a painless way of putting a man to death. He tried to prove that it would subject the victim to either pain or torture. Texas, the first to use lethal injection in 1982 essay on my doll house, and other states has had this form of capital punishment tested in court time and time again and it has always come out as being valid and humane to the victim. Many people attended the execution of Gee Jon, some of who were physicians and scientists. On the other hand it's also appropriate to point that death penalty has its own pros which also need to be examined fully in order to help substantiate why this form of penalty should be adopted. One of the reason for using this type of punishment is that it helps minimize crime it sounds a great warning to other people who may have the motive of engaging in criminal offence thus the vice which would have been rampant is reduced by some great margins. Death penalty is a great burden to taxpayers financially because the actual cost of carrying out capital punishment is approximated to be 2-5 times higher than leaving the offender in prison for as many years as possible. The process of reaching the final ruling as to whether to hang the criminal is too long because it entails numerous appeals, detailed procedures as well as legal wrangling which drags the entire process as the accused can be tried for a period longer than 20 years. All this detailed process requires substantial funding to facilitate various court officials ranging from attorney general, judges buy cheap essays online uk, court clerks and other vital facilities required in court. Appleton, C. & Grover, B. (2007). The Pros and Cons of Life without Parole. The British Journal of Criminology, 47,597-615. Similarly capital punishment is quite unusual and barbaric and more so it violates the right to live which is God given and it is only God who has the ultimate power to claim any life. Most methods used to administer the punishment are very cruel for instance hanging the culprit, use of electric chair and even detaining the victim in a gas chamber. Aim and structure. This assignment discusses the pattern of development of the obesity epidemic and its epidemiology. It also seeks to analyse how globalisation, trade and debt have fuelled the problem. In addition, the assignment will examine the interventions that are addressing this issue. Tips on how to Structure an Assignment Tips on taking an Evidence based and critical approach to academic writing Referencing: Remember to choose either Harvard or Vancouver versions of referencing and to use the same version while citing within the text and in the bibliography. Reference all citations in their correct format including web-pages and reports. A great tutorial about citing the work of others and referencing is from the University of Nottingham 'Referencing your work with Harvard'. and also please look at the Pdf document on 'Harvard referencing ' which is information on how to use references as supplied by Manchester Metropolitan University. Depending on how the information was collected, and who it was collected by, we might value it in a different way. 10. Each time you find an article you want to include in your assignment topics for college entrance essays, 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 Context. UNAIDS is a unique collaboration in terms of the goals it aims to accomplish and its structure. It benefits from organisational diversity and varied specialisations among the partners. However this diversity can also be a hindrance while coordinating activities. – Critical thinking – Academic writing has to be characterized by critical thinking, not only to provide the work with the needed level buy essays online reviews, but also because it takes part in the final mark. Background. The twenty first century is characterized by many public health challenges, among which obesity takes a major part. The increasing prevalence of obesity is creating an alarming situation in both developed and developing regions of the world. – Including figures and tables – The figures and tables are an effective way of conveying information to the reader in a clear manner, without disturbing the word count. Each figure and table should have clear headings and you should make sure to mention their sources in the bibliography. – Numbering and bullets – Instead of using numbering and bullets, the academic writing style prefers the usage of paragraphs. – Providing final comments with consideration of the future (discussing clear examples of things that can be done in order to improve the situation concerning your topic of discussion). – Usage of ‘you’ and ‘I’ – According to the academic writing standards how to write proposal of dissertation, the assignments should be written in an impersonal language, which means that the usage of ‘you’ and ‘I’ should be avoided. The only acceptable way of building your arguments is by using opinions and evidence from authoritative sources. 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: What is the purpose of writing about this topic? Is there a problem or controversy with the topic? Concluding sentence: This draws together the main idea being made in your paragraph. Evaluative sentence/s: You may need to offer some explanation on the relevance of your examples/evidence/quotations. Why is this evidence useful? What does the author say that supports the idea you are developing? Does this evidence have any limitations? This checklist outlines questions to ask yourself as you are writing your final draft or editing your assignment. Need to write a critical review? Not sure what it is? See our guide for tips on writing a critical review. Before you submit your assignment, print it out and check it one last time. It’s often easier to spot errors in print than on screen. When you are analysing the question: Before you can answer a question, you need to know what it means. Read it slowly and carefully, and try to understand what's expected of you. Ask yourself: Most of the assignments you will have to do are essays, which generally follow the same basic structure: From there you can create your outline, using headings and gaps for the information you have to fill in. Once you've written your assignment thesis statements for research papers examples, you can improve it by editing and proofreading essay writing for high school students, but before you do take a break. Even a short break helps you to get some distance from your work so that you can check your assignment with a fresh eye. Tip: If possible doctoral dissertation writing help, ask a friend or family member to proofread your assignment, as it can be difficult to see mistakes in your own work. You could break it down further into subtopics example abstracts for research papers, 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, concept diagrams or post it notes to organise the structure. Remember a structure is only a guide what is a dissertation topic, it may change as you progress with your assignment. When planning out your time break down a large assignment into more manageable smaller tasks. Remember you may have multiple assignments so spreading out the time and prioritising work will help you manage your assignments. Final draft(s). In your final draft(s) you may be focussed more on ensuring your presentation, spelling and grammar are correct and all your references are included following the appropriate format guidance, etc. Middle drafts. In middle drafts you may be expanding and refining your ideas. You also may find that as you are writing the direction that your assignment is moving in changes; for example this could be due to your literature research producing new avenues of thought or your lab results turning up unexpected results. You may need to therefore review the focus of your initial question, and review whether your arguments or conclusions are still sensible. You may want to access mindmapping software that can help you organise/think about structure: Once you’ve chosen your topic, you should create your cause and effect essay outline. To see how this outline translates into an effective essay, check out some useful cause and effect essay examples .
If you still need some help, feel free to use our professional writing services. We’re happy to serve your needs 24/7. Cause and Effect Essay Topics: Skeptic A cause and effect relationship means that one thing causes another one (or that one thing is the effect of another one). Cause and Effect Essay Topics: Optimistic At the same time no pain no gain essay, detecting cause and effect relationships is not that easy when it comes to the choice of a good cause and effect essay topic.
Cause and Effect Essay Topics for College Students I have written my assignment, but before I hand it in essay on winter vacation, would you be able to proof read and tell me if I have done it correctly. We generally allow our most experienced writers to pick-up orders themselves, as long as they have the relevant qualifications. When a new order comes in, we circulate a notice to all writers in that field, and someone who is available and interested in your topic will chose to work on your project. Our junior or less experienced writers require administrators' approval before they can start on the job. Writers have competitive incentives to work towards and are well looked after, which means that we attract and retain the very best writers in this industry. Services of PrivateWriting.com are provided with the intent to help students better focus on their major subjects and improve their grades. We in no way support plagiarism or cheating. We expect you to reference our papers accordingly. If you pass the paper you buy from us as your own - use at your own risk Our 100% customer satisfaction policy guarantees you that you may request as many revisions as you find it necessary. To request a revision for the completed paper, please login to your control panel and click on a "Request Revision" link. How reliable is this service? Have you got any office in UK or any contact office in UK? How will you select my writer? Yes, you can keep track of the progress through your personal control panel. Yet, maintaining contact with your writer is the most efficient way to obtain reliable information in regards to your order progress. You can communicate with the writer directly, via the control panel. What format do you send your papers? Even though we are the US based company philosophy of education essays, we do have a contact number in the UK (phone: 020 8133 2155, fax: 020 7692 7990). All the phone calls and faxes are redirected to our head office. To help you get started, here are 22 cause and effect essay topics to help you write a better essay. One argument is that a longer school day means more learning. Others, however, argue that longer school days are too tiring for students. They argue that students will be unable to focus and will not learn more simply because the school day is longer. Have you ever gone online to buy a new pair of jeans and ended up buying not only jeans, but also a new shirt, new shoes, and a new sweater? (I’m not the only one who does that, right?) Online shopping entices you to buy. And if you’re bored and have some extra cash the best reflective essays, the convenience makes it that much easier to spend more money than you intended. Many children struggle to adjust to life after their parents divorce. Kids of divorced parents may feel depressed writing a good persuasive essay introduction, might act out at home or in school, and/or may struggle with relationships into adulthood. Teens who run away from home, people who become addicted to drugs, or those who are homeless may find themselves desperate to earn money and turn to prostitution to support themselves or their drug habits. Others may point to the idea that people are willing to pay for prostitutes. Thus, it’s the market that drives people into the world’s oldest profession and the promise of quick money. Ask people why they don’t vote, and you’ll get a number of answers buying research paper, including the fact that they don’t like any candidates, that they don’t have time, or that they simply don’t think their votes count. Your paper might take these claims a step further by examining what causes people to feel this way. Have you ever struggled in a course and thought it would just be easier to drop out? While some students may drop out because they’re struggling in courses, others might drop out due to work obligations, family obligations, or being unable to afford tuition. So what’s the effect of all of this reading and writing? Your chances of earning a good grade on your cause and effect essay greatly increase. What caused you not to turn in your paper? Whether it’s a quick meal or a late-night run for snacks holiday essays, fast food restaurants are enticing. Even though fast food restaurants aren’t known for healthy options, people still love the taste and reasonable prices, so they keep going back for more. “i-am-singing-in-the-rain-what-a-glorious-feeling-i-am-happy-again.” you me on Flickr.com (Creative Commons ) Once you’ve weeded through potential cause and effect essay topics and settled on your topic choice, it’s time to get to writing. Two weeks ago charity essay, your professor assigned a cause and effect essay ielts writing essays, but when the due date came, you didn’t even turn it in. How stress affects the level of brain productivity What were the causes of the wars in the middle east Impacts of alcohol on the nervous system What were the causes of the first world war The impacts of using drugs on education quality How war in Syria affects the children under five years of Syrian origin Music effects on the human body Causes of inequality in the American society How drinking affects the ability of the driver to concentrate on the road How inflation has impacted the poor rural communities What were the impacts of the second world war How fast foods lead to cancer What were the causes of the second world war What are impacts of extreme cold on the body What makes a person good or bad in the society The impacts of prolonged use computers to the health of the brain Impacts of the credit culture in the American society
Very interesting and in depth Hub. I am passing this along and saving it research papers on the death penalty, as well!
Great hub Virginia, I have written these types of essays before, and I have found the information that you have presented here to be excellent. Thank you for sharing. Voted up and useful!
Great topics! Voted up and shared. What causes students to get discouraged in school? | Source Sumnerswett--I teach MLA format because that is used by most American colleges in their English departments. However, you are very right to point out that APA and Chicago and other formats are used in different types of courses. I think considering cause and effect is sometimes a bit confusing because it depends on where you view the start of the situation. Often a cause creates an effect, which causes another situation. Sometimes it is hard to pull them apart. That is why I usually like to call this a "speculating about causes" essay, because we can't always definitively determine the absolute cause best website for plagiarism check, but we can always speculate and argue for the most important causes, or the most important effects that we see in a situation. Seth Tomko 3 years ago from Macon, GA Okay so cause and effect essays are written in different formats, but let me say in my college profession for the essays to be written were to be in APA format, and it is interesting when researching and writing whether it is from information you have researched or if it free lance. I like to research topics before writing and also note taking is effective. The cause is what causes the situation and the effect is what you have to take into consideration to the cause as we all know it. |