Free PhD Research Proposal Helps

<h1>Free PhD Research Proposal Helps</h1><p>If you are looking for PhD examine proposition help, there are numerous roads you can investigate. Numerous colleges and research focuses offer a wide scope of free online administrations that you can use to discover proficient assistance with your examination. Nonetheless, a few colleges and focuses likewise offer doctoral program consultants who can assist you with beginning with the PhD look into proposition process.</p><p></p><p>It is imperative to converse with a doctoral program counsel before continuing with your PhD examine proposition. These consultants are specialists in the field and have created solid associations with numerous potential thesis editors. These connections are basic in helping you explore the survey procedure and their skill can guarantee that you are content with your exposition editor.</p><p></p><p>You can utilize an online internet searcher to fi nd potential imminent thesis editors. You should get familiar with somewhat about them before concluding whether to utilize their administrations. You ought to have the option to decide the amount they charge, what their capabilities are, and the sort of work they have some expertise in. Moreover, you ought to have the option to decide how rapidly the paper editorial manager can finish your dissertation.</p><p></p><p>One approach to discover potential exposition editors is via looking for their contact data on the web. Because an editorial manager has decided to list their contact data on an exposition supervisor's page doesn't imply that they are a respectable proofreader. Continuously be careful about the contact data that shows up on the internet.</p><p></p><p>Sometimes it is smarter to search for their telephone number. There is frequently a valid justification for the telephone number to be recorded on a page and not on their site . Make certain to confirm that the manager is actually an individual from the thesis board before proceeding.</p><p></p><p>Even if the supervisor doesn't have a telephone number, you may in any case have the option to get their email address. This can be another approach to get in touch with them. Know that there are editors who have accounts on a few sites. They may decide to give just their email address, so it is constantly insightful to check all your options.</p><p></p><p>Once you have reached a potential paper editorial manager, the time has come to introduce your exploration proposition. Research recommendations are definite portrayals of a paper's planned points and crowd. A decent method to begin your examination proposition is to locate a potential exposition proofreader who has some expertise in your general vicinity of intrigue. Thusly, you will definitely realize what points they can examine with you and what they will not .</p><p></p><p>As you are working with an exposition proofreader, your paper will be yours to do as you wish. You should utilize the exposition editorial manager's thoughts as a beginning stage, yet don't duplicate precisely what they compose. Rather, utilize the words that best portray your point and your own experiences.</p>

Format of a College Application Essay

Format of a College Application EssayThe format of a college application essay can help you determine if you have made the right decision when writing the essay. You will find that the essays are normally three to four pages long and will include your personal information, your accomplishments, and future plans.Your educational achievements should be listed first, followed by your most recent academic or professional achievements. Academic achievements are an important part of your essay, because they will show that you are well informed on the material being presented to you. It is very important that you do not skimp on this part of the essay, because not including any achievements will make you appear unprofessional and uninterested in your future.Your other educational accomplishments, if any, should be listed second. This will allow you to show the admissions officer that you are not just relying on your current accomplishments to provide an idea of your potential, but that you have additional achievements. Having additional achievements will also show the admissions officer that you have other interests outside of the technical aspects of your college courses.The last part of your education should be a statement of what you plan to do with your life after college, which is what the admissions officer will be looking for. This part of the essay should be three to four pages long and will discuss what you hope to accomplish in the future. The most common goals for college students are to get into a better school, to get into a better job, and to finish college. For many, these goals can be achieved.Many college applications ask for plans of specific careers. They often require you to list some interests that might have nothing to do with the courses you will be taking in college. You should be honest about these interests and, if possible, you should list your career ambitions.When you have completed the first three parts of your essay, the admissions offic er will want to know what your goals are. These goals are exactly what the essay is designed to show: your plans for your future.Finally, you will want to add one paragraph to the end of your essay to write a statement of why you should be accepted into the college you are applying to. This paragraph should discuss the positive qualities that you have, as well as the negative qualities that you may have. In general, admissions officers are looking for people who are good communicators and people who can handle change.So, as you can see, the format of college application essays is very important to your essay writing. The tips above are just a few suggestions for helping you to create a well-written essay. Make sure that you consider these things before you begin writing your essay, because the skills needed to write a successful college application essay are very different from other writing tasks.

Term Paper Help - Get Professional Help Online

Term Paper Help - Get Professional Help OnlineUsing professional term paper help is the best way to prepare your term papers for a future job. In fact, there are many online sources of these services that are very useful and easy to use. However, there are many terms that have to be added in order to get maximum benefit from the online help.There are so many terms, you can look for to use in order to make the research very easy. You can check the support of the particular service provider. If you use a review site, make sure that the support is very good and that you will not face any problems. It is very important to remember that different companies offer different types of help and so you must check all the terms before deciding.You can look for the templates and then decide which help you need. The templates that are provided by the service providers can be beneficial in some cases. But, you need to make sure that you can modify it according to your requirement. You can have the help of an expert who will be able to provide you with the perfect solution.In order to use the templates, you will have to provide the necessary tips and details of your work. The templates will give you some idea about the required format, spelling and style in order to create a professional paper. All the details that you will need to provide will be in the template that will help you in creating a great paper.This type of paper has to be written in such a way that the specific details will be clearly displayed. This is the reason why it is very important to look for professional help. If you do not use the templates or if you cannot modify them then you might face some problems in writing your paper.Once you find the suitable website, make sure that you will download the templates from the site and then enter the required information in them. This is the reason why it is very important to have proper templates for writing a paper.There are many websites that offer professional h elp but you should ensure that you will get the help that is suitable for your requirements. Always make sure that you will get the help that will provide you the maximum benefit.

Mexican Civit Rights Movement 1940s Vs Chicano Movement 1960s

One of the many similarities about the Mexican American Civil Rights movements and the Chicano Movement in the 60s- 70s is that they fought for what they believed they had a right to have. Many in the 1940’s and in the 1960’s stepped up to show their loyalty to the United States by joining the military and sadly manly lost their lives during World War II and the Vietnam War. They were many Mexican Americans who were stationed in infantry and many dangerous areas during the war. They all fought with courage and fought with heart to accomplish the same goal each soldier had. Even though both the Mexican American Civil Rights Movement and the Chicano Movement seemed to have many similarities, they had many differences. I argue that The Chicano Movement and The Civil Rights Movement are different in many ways because they fought for different motives and wanted a better life for themselves as Mexican Americans in America. They of course had many similarities but took differ ent extremes. When World War II began, many had to leave the work force and join the military. As well, Mexican Americans also joined the military because they felt obligated to join. They felt that they had to join the military in order to show their loyalty to the country and prove themselves to Americans. With many empty spots in the work force, many Mexican Americans Women had to take these empty spots and also prove themselves to the country. This of course was not traditionally for Mexican Americans but

Teaching Speaking free essay sample

It is important to realize that these generalizations do not only apply to spoken word: they characterize written communication as well. Speaking and writing are called productive skills because they involve language production, as opposed to listening and reading, which are receptive skills [1, 46-47]. Common features in teaching speaking and writing The productive skills of writing and speaking have more distinctive than common features. However, there are number of language production processes which have to be gone through whichever medium we are working in.In order for communication to be successful we have to structure our discourse in such a way that it will be understood by our listeners and readers. In speech this often involves following of conversational patterns and the use of lexical phrases. For the part of writing it has to be both coherent and cohesive. Coherent writing makes sense because you can follow the sequence of ideas and points. Cohesion is more technical matter since it is here that we concentrate on the various linguistic ways of connecting ideas across phrases and sentences [2, 246].Both teaching writing and speaking involves following the rules of communication. There are three areas of rules that should be considered: * Coloratura rules: speakers from similar social grounds know how to speak to each other in terms of how formal to be, what kind of language they can use, how loud to speak, or how close to stand to each other. * Turn-taking: in any conversation decisions have to be taken about when each person should speak. * Rules for writing: writing has rules too, which need to be recognized and either be followed or purposively flouted. We have to take into the account the genre and the style of writing [2, 246]. One of the reasons that people can operate within coloratura rules is because they know about different styles, and recognize different written and spoken genres. This depends on the aim of communication, on the recipient and setting. In order to speak and write at different levels of intimacy students need practice in different genres and different styles so that their level increases they can vary the grammar, functions ,and lexis that they can use . T is vital, therefore, that if the coursework does not offer a satisfactory range of such genre-based activities teachers should supply it themselves [2,247]. Teachers have to teach how to interact with the audience. Part of our speaking proficiency depends upon our ability to speak differentially, depending upon our audience, and upon the way we absorb their reaction and respond to it in some way or other. Part of our writing ability depends upon our ability to change our style and structure to suit the person or people we are writing for [2, 248].When speakers or writers of their own or of a foreign language do not know a word or Just cannot remember it, they may employ some or all of the following strategies to resolve the difficulty they are encountering: * Improvising: speakers sometimes try any word or phrase that they can come up with in the hope that it is about right. * Discarding: when speakers simply cannot find words for what they want to say, they may discard the thought that they cannot put into words. Fireproofing: when operating in a foreign language, speakers (and writers) sometimes choose a word in a language they know well (such as their first language) and foreigners it in the hope that it will be equivalent to the meaning they wish to express in the foreign language. * Paraphrasing: speakers sometimes paraphrase. Such lexical substitution or circumlocution gets man y speakers out of trouble, though it can make communication longer and more convoluted [2, 249].To prevent problems that students may encounter while improving speaking and writing skills teachers have to follow certain principles. In the first place, they need to match the tasks they ask students to perform with their language level. This means ensuring that they have the minimum language they would need to perform such a task. Secondly, teachers need to ensure that there is a purpose to the task and that students are aware of this. They should also remember that students who are not used to speaking or writing spontaneously need to be helped to cultivate such habits.Teachers should to expect instant fluency and creativity; instead they should build up students confidence step by step giving them restricted tasks first before prompting them to be more and more spontaneous later. Finally, teachers need to assess the problems caused by the language they need, and the difficulties which the topic or the genre might create [2,251-253]. To make students inspired teacher has to choose interesting topic and create interest in it. It is also important to vary the topics they offer them so that they cater for the variety of interests within the class.It is also Italy important to vary the genres teachers ask their students to work with if we want them to gain confidence in writing and speaking in different situations. Distinctive features in speaking and writing teaching One of the reasons that teaching writing is so different from teaching speech is that two types of discourse differ in their basic characteristics. Differences between them imply different types of exercises which focus on different aspects of language and demand different levels of correctness [1 ,52].Writing requires a greater degree of accuracy, and is in many ways the more difficult skill to learn. For a start, the written form is visible and mistakes are seen. With speaking, students often make slips of the tongue-they have said something wrong, but if they could hear a recording of what they said, they could correct the mistake themselve s. Written task on the one hand often require accuracy and formal language. Because they recognize this, many students feel under pressure when writing.However, with writing students can proof-read and self-correct. They can go more slowly and carefully than when they are speaking. It is an important skill teachers must teach students-read what they have written [4,182]. Punctuation is another factor absent from speaking. Increasingly these days, one might question the importance of correct punctuation, but whereas one can accept that the correct use of colons or semi-colons is not really so important, surely the correct use of capitalization and question marks, for example, does matter [4, 182]. Spelling may also cause problems, something which mother-tongue speakers have difficulty with. Again, people differ in their views of the importance of correct spelling, but the fact remains that, teachers have to recognize what is correct writing, and what is incorrect. If hey cannot recognize a mistake, then they cannot correct it [4, 182]. With Writing, students do not have to concern themselves with aspects of pronunciation, or being fluent. Those students who are much more interested in accuracy than fluency, arc often very good when writing.It is very common to find students who have had accuracy-based language learning, writing extremely well and accurately, but that is difficult for them to express themselves orally [1 , 53]. Writing tends to be more economical in its use of the language. There are no hesitator (mm, err, well, etc. ) that litter our conversation. Written language is direct and efficient. The writer suffers from the disadvantage of not getting immediate feedback from the reader and sometimes getting no feedback at all.In writing students can not use intonation or stress, and facial expression, gesture and body movement. These disadvantages have to be compensated for the greater clarity and by the use of grammatical and stylistic techniques for focusing attention on main points, etc. Most importantly there is greater need for logical organization in piece of writing than there is in a conversation, for the reader has to understand what has been written without asking or clarification or relying on the writers tone of voice or expression [1 ,53]. When teaching writing, therefore, there are special considerations to be taken into account which include the organizing of sentences into paragraphs, how paragraphs are joined together, and the general organization of ideas into a coherent piece of discourse [1 ,54]. Creative writing practice is a critical part of learning a written language. Writing can be encouraged through poetry, stories, plays and dialogues, but it important that students be engaged and interested in the writing projects.Pen al letters between students can help to capture the interests of a class as they learn written communication with their peers utilizing the new language. The objective of such a project would be for students to learn how to use appropriate language and produce suitable letters that can be sent as a correspondence, but can also be used as effective evaluation and grading tools. Speaking a language involves using the components correctly making the right sounds, choosing the right words and getting constructions grammatically correct.Pronunciation, grammar and vocabulary tasks will focus on the need for practice in language accuracy. At the same time, we also need to get a clear message across and this involves choosing appropriate content or ideas to suit a situation, e. G. Deciding what is polite or what might appear rude, how to interrupt or how to participate in a conversation. All this involves practice in language fluency. Speaking requires thinking on the spot, practice and exposure to the language over time. Speakers have a great range of expressive possibilities at their command.Apart from the actual words they use they can vary their intonation and stress which helps them to show which part of what they are saying is most important. By varying pitch and intonation their voice can clearly convey their attitude to what they are saying. They can indicate interest or lack of it. At any point in speech event speakers can rephrase what they are saying; they can speed up or slow down. This will often be done in response to the feedback they are getting from their listeners who will show through variety of gestures , expressions and interruptions that they do not understand.And in a face to face interaction the speaker can use a whole range of facial expressions, gestures and general body to help to convey the message. Developing speaking skills in the classroom can include a wide variety of activities. Controlled lessons that include drilling and pre- planned, question and answer prompts can help students develop skills under the teachers watchful eye. Guided activities such as dialogues and role-play scenarios, while based on accuracy, do allow for more creativity and individual exploration with the language.Exact language may not be as controlled in such activities and students have a chance to practice their language with a bit more freedom. Students improve their formal speech when teachers provide insights on how to organize their ideas for presentation. Students can give better speeches when they can organize their presentation in a variety of different ways, including sequentially, chronologically and thematically. They need practice in organizing their speech around problems and solutions, causes and results, and similarities and differences.After deciding about the best means of organization, they can practice speeches with another student or with the whole class. Teachers can also help students adapt their speeches and informal talks so as to correspond to the intended audience, the information to be communicated, and th e circumstances of the occasion at which they will speak. The teachers can illustrate how well-known speakers have adapted their presentations in ways to suit these different circumstances Students may enjoy speaking about their personal experiences.When given this opportunity, they can benefit from instruction in the elements of good story-telling. Both teachers and students can provide suggestions for students speeches. In constructively criticizing others, learners can learn to apply criteria for good speech and employ tactful social skills. In doing so, they can increase and improve their own speaking skills. Students can also learn speaking and social skills by suggesting possible improvements to one anothers practice speeches. Positive experiences in speaking can lead to greater skills and confidence in speaking in front of larger groups. These activities help students to become familiar and comfortable with the new language. Creative communication involves more fluency-based activities that can really enable students to utilize their creative thinking and language skills. Activities of this type might include discussions, simulations and communication games, but they may also include real- life experiences such as a field trip to a restaurant or a guest visitor in the classroom, providing opportunities for students to use the new language in a less controlled setting.Careful planning and preparation are a necessity for this kind of learning experience, and such lessons must be followed-up with some form of assessment or evaluation tool to determine the effectiveness of the experience, but the benefits to the student can be significant. Not only are students making connections between the language they are learning in the classroom and the language used in the real world, they are practicing their skills and developin g their own methods for utilizing and retaining the new language.In comparison to speaking skills, the development of writing skills involves many of the same difficulties and some additional challenges, including differences in grammar and vocabulary use, spelling, structure, punctuation and others. A variety of games in the classroom and as pair, small-group or homework activities, can be utilized to provide controlled practice and experience with writing. Crosswords, word finds, gap fills and story boards are but a few of the games and activities that can be adapted for teaching writing skills including vocabulary, spelling, grammar andDeveloping useful and effective language skills requires practice pronunciation. And experience, from controlled lessons to authentic, real-life experiences. The basic building blocks of a language are critical to the learning process but practical experience, creative exploration, and opportunities to practice in less controlled activities can help to bind the various parts of language acquisition into a solid understanding of the new language and how it can be used. Whether speaking or writing, students need to be able to activate the knowledge they have learned in the lassoer in order to communicate successfully in their new language.Conclusions Being productive skills, speaking and writing involve language production. They have both common and distinctive features in teaching; although distinctive have majority in number. For communication to be successful (either oral or written one) students have to know how to structure the discourse, to be aware of rules of communication, different styles and genres, have knowledge about how to interact with audience. In productive skills teaching strategies to resolve the difficulties that students can encounter are the same.

About a boy free essay sample

About a boy is a novel written by the famous English author Nick Hornby. Nick was born the 17th April in 1957, and had from an early age a massive dedication for books and literature. He’s first finished novel was called ‘’High Fidelity’’ and became a great success, which encouraged him to write more, and by the end of the year 1998 he had published ‘’About a Boy’’. It received great reviews. ‘’About a boy’’ is a story about twelve-year old Marcus and 36-year old Will and how they develop their friendship. Marcus’ parents are divorced and he now lives with his mother Fiona in London. Fiona tries to not be like everyone else and tells Marcus to be himself, which in his situation means to be like her, and is therefore making troubles for Marcus with fitting in at his new school. Both pupils and teachers are giving Marcus a hard time, and not just through the way he acts does he stand out, he is wearing different clothes and have a different haircut, which in the bullies eyes makes him look even more like a weirdo. We will write a custom essay sample on About a boy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Marcus is the oldest twelve-year old boy in the whole world since he thinks and acts a lot different from the other ‘’normal’’ teenagers, he thinks like a grown-up, and even though he tries to make himself invisible he is being bullied by the others. Will at the other hand is the complete different from Marcus. He is a grown-up man but thinks like a teenager. His father wrote a very popular Christmas song that are still making a lot of money, so Will does not have a job and he will probably never need one. Will is only interested in getting single mums to bed, and that’s exactly the way that he and Marcus meet, through a single parents group. At first Will and Marcus doesn’t go very good along, but as time goes by they get to know each other and so they are starting to learn from each other. Will teaches Marcus how to be a twelve-year old wile Marcus teaches Will how to be a 36-year old grown-up. The main characters of the story are Marcus and Will, and they are having a bit of a strange and complicated relationship. They are both ‘’the wrong age’’ in their head, but throughout the story they learn from each other and at the end they are both acting like they are ‘’supposed’’ to do. Some of the other characters are also being big impacts behind the feelings and reactions of the main characters. Let’s take a closer look at some of them; Fiona. She is the mother of Marcus and a rather depressive musician therapist. Her life consists of trying not to be a cheap, or more easily known as trying not to be like everyone else. She is not poor, but not rich either. She is having very big influence in Marcus’ life. She is quite unique and she lives in the past, listening to Joni Mitchell and wearing funny clothes. She has got some problems and tried to top herself once, luckily she did not succeed. She is a bit selfish, considering the fact that she got a child to take care of. Ellie. Ellie is a 15-year old punk girl from Marcus’ school. She is a very rebellious teenager and most people are afraid of her. She decides that she likes Marcus’, and the two of them built a strange but good friendship. Ellie thinks that Marcus is funny and Marcus gets a lifesaver. One of the most important themes in the book is obviously childhood. The story teaches us that growing up have nothing to do with age, and even though people often think that older folks have more experience and knowledge than the younger generation, the story shows us a different moral. Older people can just as well learn from young people, and it’s only natural that the learning goes both ways. In my opinion this is a great book in many ways. The author writes in a way that makes it possible to read for people at almost all ages. The theme is not just interesting, but also important. There are actions and feelings in the book that most people can relate to, which makes it even more interesting. And since the writer have used quite an easy language the book is a great ‘’first experience’’ for people reading their first book in their second language. The book is also quite funny, which is always a plus for me.

Analytic Geometry Essays - Analytic Geometry, Dimension, Free Essays

Analytic Geometry Essays - Analytic Geometry, Dimension, Free Essays Analytic Geometry Analytic geometry was brought fourth by the famous French mathematician Rene' Descartes in 1637. Descartes did not start his studying and working with geometry until after he had retired out of the army and settled down. If not for Descartes great discovery then Sir Isaac Newton might not have ever invented the concept of calculus. Descartes concept let to calculus and Newton and G.W. Leibniz would not be know as well as they are today if it were not for the famous mathematician Rene' Descartes. Analytic geometry is a, branch of geometry in which points are represented with respect to a coordinate system, such as Cartesian coordinates, and in which the approach to geometric problems is primarily algebraic. (Analytic Geometry) Analytic geometry is used to find distances, slopes, midpoints, and many many other things using special equations and formulas to determine what a person is looking for. Analytic geometry concentrates very much on algebra, generally, it is taught to students in algebra classes and becomes very helpful when being used in geometry. It is not very often when geometry is taught not using the algebra to solve the problems, unless proving statements, analytic geometry is used most often when speaking of geometry, it is the guidelines of geometry. It is a set way to find out answers to problems. There are many simple formulas to analytic geometry, but some of them get very complex and difficult. Analytic geometry is not only used in math, it is very common to see it being used in any kind of science, logic, and any other mathematical subjects. There are formulas in this form of mathematics in which the volume of a gas is measured, and other formulas along those lines (Encyclopedia.com). Some formulas and equations of analytic geometry are: The midpoint formula- (change in x/2, change in y/2) Distance formula- square root of (change in x) squared -(change in y) squared Formula for slope- (Change in y)/(Change in x) Formula for a line- y=mx+b where m is the slope of the line and b is the y intercept. Equation of a line- ax+by+c=0 (Fuller, Gordon) To find perpendicular lines you take to slope of each line and multiply them together, if the result is one then the lines are said to be perpendicular. To find parallel lines the Slope must be exactly the same. These are just some simple facts about analytic geometry, it actually can get very complicated. When finding out about parabolas and ellipse's it gets difficult, there are many difficult and extended formulas in analytic geometry (Fuller, Gordon 7, 12, 18). Obviously these are just a few examples and analytic geometry goes on much further than what you see in these formulas. There are so many geometric formulas and theorems that they are almost impossible to put in a list. Analytic geometry has been combined with many other branches of geometry, now there are some things that are hard to decide wheater to label them algebraic or otherwise. Analytic geometry is broken up into two sections, finding an equation to match points and finding points to match equations. (Geometry) There are many other kinds of geometry such as demonstrative geometry that involves measuring fields and right angles. The early Egyptians developed this kind of geometry when building. There is descriptive geometry that involves using shapes that do not change when moved, they are definite, defined shapes. Another is non-three- dimensional geometry that uses analytic and projective geometry to study four dimensional figures. All of these kinds of geometry are commonly used (Geometry). Analytic geometry is used every day, it is defiantly something that can be extremely helpful if learned. Analytic geometry is used in architecture, surveying, and even business. In business analytic geometry can be used to find the maximum profit that can be made from a sale or event. As with all skills that are generally learned, analytic geometry is a great thing to know. Even the simple things, the basics, are very helpful. This subject can be broken down into the simplest things, such as having to walk to say Wal-mart and knowing when you are about half way, that is taking the distance from the starting point to the destination and dividing it by two to find