Rewriting The Question

In this session we’re going to look at how to analyze an essay or assignment question how to plan your assignment and how to write it in an academic style before we start it’s probably worth bearing in mind the features of a good academic essay first it might seem obvious but a good academic essay answers the question set it allows you to demonstrate your understanding of a subject not just your knowledge but your ability to apply that knowledge a good academic essay will also be well argued with fully referenced evidence when you first get your assignment briefing spend some time thinking about the question read it go away have a think about it come back read it again make sure you are really clear about what the lecturer is asking you to do in this assignment. Get useful tips for your assignment at Edusson.

One way to do this is to try rewriting the question in your own words this also helps ensure that you answer all of the question and don’t just concentrate on one part and forget about another one way to understand the question is to break it down into sections try to identify subject words what is this assignment about then look for focus words what particular part of the subject is the lecturer want me to concentrate on and finally look for tasks or directive words what does the lecturer actually want me to do do they want me to be descriptive analytical or critical okay let’s have a go at breaking down this assignment title take a couple of moments to have a look and identify the subject focus and task words okay in this assignment the subject words are global warming the lecture would like you to concentrate or focus on the principal causes of global warming they’re not so concerned with things such as the effect of global warming finally what they lecture wants you to do is to discuss you should now have a fairly clear idea of what the question is what the lecture wants from you.

It’s now time to start getting some of your ideas down on paper students use lots of different ways to get their ideas down on paper some might use spider diagrams mind maps question banks in a question Bank you formulate a list of questions that you hope your assignment will address getting your ideas down on paper helps make sure that you’re clear about what you’re going to include in your assignment what further research you might need to do and it also helps you start to think about how you might structure your essay now that you have a clearer idea of the information you need for your assignment you need to think about where you might look for this information books provide an overview and an introduction to a subject area you can identify suitable books using our library catalog summon journal articles are more specific more detailed treatments of a subject area they often assume some prior knowledge.

Types Of Clauses in Essay

In your second independent clause joined by and so there  your compound what do they think that the adjure Attorney General has a duty to investigate so noun clause as object to think to independence one dependent basic compound complex sentence elaborate just start loading information in it more clauses more phrases more modifiers etc although many legal experts believe that her story is credible and that the Attorney General has a duty to investigate so I that is is credible and that the Attorney General so to noun clauses as objects to believe all inside an adverb clause beginning with although most of them also understand there  your independent clause what another noun clause that inside the noun clause I have again an adverb clause.

If that if the details of the story were made public it would ruin the careers of many of the nation  top politicians now I have another adjective clause about politicians many of whose names have been linked to the scandal so and now I have another compound another independent with a compound with a coordinating conjunction so they want this investigation to be conducted in private and handled internally now again if you want to try to write these kinds of sentences absolutely try it practice but remember it takes practice and just be very careful if you want if you  not sure that everything is full and correct and proper first thing you want to do is count all your verbs for every tense verb not infinitive that two verbs or base verbs know all tense verbs the ones that take a time past present future make sure that you have a subject to go with them if you don’t something  missing okay now then make sure that every subject and verb subject and verb combination is part of one Clause.

So if you have so many clauses make sure that you have the Clause conjunctions like although or that or if or which right so everything has to have a proper place a proper structure and everything has to work together and everything has to be logically connected right if the reader is reading and gets lost halfway through your sentence you’ve written a bad sentence if you’ve written a bad sentence you’ve written a bad paragraph if you’ve written a bad paragraph you’ve written a bad essay okay everything is connected to everything else you have to be very careful about this now again the main the main thing I want you to take away from this particular lesson is not to try to write long sentences like this I want you to be able to read long sentences like they and understand exactly what is happening what the subjects are what the verbs are what the independent clauses are what the core message is what the external message or messages are okay so a little bit tricky a little bit complicated it just takes practice.


Teaching ESL

1.1 Purpose Of the Study

The purpose of this study is to investigate the trainers in implementing their instructional practice in order to help the trainees to become effective second language teacher. As an ESL teacher and a second language learner, the researcher believes that interaction is the key to second language learning. Second language learners need comprehensible input, need to be in situations that provide maximum personal involvement in the communication and need opportunities to use the target language in social interactions. The learning of a language centres on the use of the language for communicative purposes. Alexander (2004) suggests that the basic repertoire of classroom talk is unlikely to offer the types of cognitive challenge required to extend students’ thinking. In contrast, he characterizes an approach he describes as dialogic teaching which is collective, reciprocal, supportive, cumulative and purposeful. However, these types of talk are less frequently encountered in classrooms (Mroz et al., 2000).

Dialogic pedagogies aim for classroom interactions that involve more than superficial participation. They are exemplified by the teacher’s uptake of student ideas, authentic questions and the opportunity for students to change or modify the course of instruction (Nystrand et al., 2003). Teachers relinquish some measure of control of the trajectory of the lesson as pupils are offered a degree of collaborative influence over the co-construction of knowledge.

Read book review: The 16 Secrets of Chi 

1.2 Importance of the study

This study is important in four ways. First, as an eye opening to the concept of dialogic approach in the training institution and it is focusing on the classroom interaction between the trainees and the trainer in the class from the socio-cultural theory approach.

Second, it gives a holistic view on what is happening in the class and what could be done to help the trainees to become competent user of the English Language learner.

Third, it will trigger the needs for the trainers to have a series of cascade training organized by the Teacher Education Division, Malaysia in order to share, improve their approaches in class and vary their instructional teaching before they start teaching the trainees.

Fourth, it will establish the culture of sharing and collaboration among the lecturers in the training institute. It requires the teachers to work collaboratively, to open their classroom for observation, critical reviews and discussion with peers.

Lastly, it is focusing on the professional development of the trainers in providing the best approaches in exploring the best approach and varies their pedagogical approach in a second language learning class.

1.3. Methodology

Research design

The focus of the study is to look at the quality of classroom interaction between the lecturer and the trainees. The literature has offered a wide array of descriptions and definitions of the case study, for example: “a case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context …in which multiple sources of evidence are used� (Yin, 1984:23), “…the qualitative case study can be defined as an intensive, holistic description and analysis of a single entity, phenomenon, or social unit� (Merriam, 1988:16).

Different from other research studies which aim for generalizable findings, case studies aim for “an understanding of the particular case, in its idiosyncrasy, in its complexity� (Stake, 1988:256).

The case study aligns with my research objectives. It is focused on the two TESL lecturers, the researcher and their respective classes. The study is the interactive instructional practices of the two teachers, the researcher and their students. In order to provide a detailed and in-depth analytical description of the interactive features of the two cases, the researcher have to be into the research site and collected data from multiple sources in a naturalistic setting, namely, in a setting where teacher-student interaction occurs as it actually is.

The main purpose of the study was not to attempt to generalize the conclusions to a larger population but to gain a thorough and in-depth understanding of the topic at issue. At the same time a combination of sociolinguistic and ethnographic perspectives has been taken to approach the above research questions.  Data was collected using a range of techniques: interviewing, classroom observation, audio- and video-taping, oral report and stimulated reflection.

The sample for the researcher came from the teacher training institution that is situated in Ipoh, between the Bachelor of Education Twinning program UK-MOEM (Ministry Of Education, Malaysia) and the English Language lecturers.

Many teachers, even experienced ones, are not always aware of the nature of their interactions with individual students. Consequently, one of the most important purposes of systematic classroom observation is to improve teachers’ classroom instruction. Feedback from individual classroom profiles derived from systematic observations has been found to help teachers understand their own strengths and weaknesses, and have consequently enabled them to significantly improve their instruction.

Through feedback, teachers can become aware of how their classroom functions and thus bring about changes they desire. This process typically involves having trained observers systematically observe teachers and their students in their classrooms and later providing teachers with information about their instruction in clinical sessions. This approach is based on the assumption that teachers value accurate information that they can use to improve their instruction.


The Vulture in Pre-Columbian Incan Art of the Moche Culture Part 3

Motifs of the Mochica included geometric designs, but geometric patterns as such were unknown to them. These took shape from the world of their experience. Most appear to represent parts of the human body or the bodies of animals, the simplification, and modification having gone o far to make the original pattern unrecognizable. These occur in the pottery and fabrics alone or in conjunction with animals, realistic or stylized. The main elements of Mochica life were the sea, desert sand, vegetation of the valleys, and the mountains. The products and creatures reflected in their art also often come from ritual, with associated positive and negative elements. There is evidence they were a warlike people. They fought not only the sea, the desert, and mountains but they fought for a new land to cultivate. These conquests are reflected in weapons: clubs, shields, spears, slings as well as knives. Their use of metals was proficient. They made objects of gold, copper, and silver, often carving figures and implements of wood and inlaying them with metals, turquoise, and shell. Small objects were carved from various stones as well and were decorative, functional and symbolic. These were often inlaid (Benson 1972:109). The shell inlay on the object in question is in the common usage, whether or not it was for the use of a commoner or for the elite.

Warriors were carved with wings of the hawk or other birds, and beans and potatoes carved with legs and faces. There is an indication this was done for magic (Benson 1972: 20-22). Benson concurs that the duality themes is woven through Mochica art. animals, usually, the familiars, are anthropomorphized. The hawk and owl were often warriors. The hummingbird most frequently was a messenger, while the owl was never a messenger. Most deities were double fanged. (1972:34-52).

The conclusion of the paper involves clarifying the object in light of the collection of facts. Because the culture and the condor are both used in Mochica art, the object could be either one. However, because the condor is a member of the vulture family, either will suffice.

It has been shown that, although objects were carved of wood and stone, the Moche were proficient in the casting of bronze. However, because of the distinctive green color on the plate, it is more likely it is cast of copper. Many objects were inlaid with shell and precious stone as turquoise, and even gilded. It seems most likely that this object was inlaid with turquoise and shell.

It has been shown that many knives and other small cast objects have been found in graves as well as homes. It has been shown that the elite had the majority of those found, and because this object has also been inlaid, it is likely it was owned by someone of prestige. The vulture was used but not the most common of birds and this also indicates an elite purpose. There is also indication because the condor itself lived high in the mountains, it would be more rare of sight for the Moche people, and as a rarity would also concur that the elite would be in possession of its image.

A large head on the vulture can indicate an office, and it can also indicate a stylized form. This is not clearly enough evidence to declare either way, although both are possible. With much of the art reduced to a stylized form, even to a seemingly geometric form, the size of the head could be simply a similar style.

Whether or not mythology is part of the purpose in the usage of a vulture is a deeper question. There is too little supporting evidence of any specific myth in Moche even though there is some in South American culture in general. It is possible, but this paper will assume it is not likely.

If it is not a myth, would it be simply a decorative object? What is considered art today was not done to be decorative in the day of the Moche. There was purpose or what was done, whether for the dead, or for the living. Art was to communicate with the living or with the spirit world (Lujan: personal communication). A knife handle with a carved image on it therefore would indicate a purpose for its being there. And if mythology is not a likely purpose, it must come from tradition and superstition.


The Vulture in Pre-Columbian Incan Art of the Moche Culture Part 2

Vultures do appear on Moche pottery, in drawings and carvings. They also appear in other cultures both preceding and after the Moche. They show up in the rock engravings, apparently once having a symbolism, according to Bierhorst (1988:260) who states there can be little doubt as to the significance of certain figures as mask dancers. In the real mask dances the masks are believed to conjure the demons they represent; similarly, the painted figures are believed to permanently act as charms against the spirits. A common idea is that death brings a demon, and it must be dealt with. The belief that the departed reincarnate themselves in certain birds as well as other animals, is extremely common. The myths themselves being similar across the continent suggests contact among the peoples, even if very limited. The Moche had some contact with others around them (Reichert 1982:279).

Bierhorst continues (1988:200-213) that the people, living as they did by hunting, would take from the animal world as they were in intimate contact with them. most ornaments were purely practical charms against evil spirits and the occurrence of animal figures as ornaments is due to the common belief that the spirits assume the shape of animals. Primitive magic, namely the magic of names and the magic of images was common in animal dances with and without masks.

He continues that in animal dances not only images of fish and birds and lizards were used, but the birds were fashioned of wood and painted. They represented hummingbirds, swallows and the caracari vulture as well as the urubu vulture. Jones (1964:68) adds the Mochinca used symbols to show the properties of various creatures, often combining them to form a mythical entity. Here we find the jaguar, the cayman, the serpent, and the condor. The resulting compositions are hybrids which may be read in many different ways. It is one thing to show from what concrete patterns certain diagrammatic ornaments have been derived, another to assign the reason why they have been applied to different objects; to weapons, and implements, and to vessels (Karsten 1988:198).

Benson concurs that Mochica art was related to that of other northern coast groups, and several styles have been found; the pure early Mochica style is very creative, indicating an interaction among the groups in motifs as well as mythology (1972:15, 16).

In this forbidding land of rocky desolation, the Mochica artist applied his keen observation to all the animals that inhabited his world. Von Hagen continues that their art was unrivaled in all of the Americas. (1965:3).

Few other people in the history of the world have told us as much about themselves with their pottery as have the Mochica of Peru. They covered their pyramids and buildings with murals giving much insight into their lives: their ceremony, irrigation practices, metallurgy, musical instruments. They show realistic representations of battle, of sacrifice, the hunt, wildlife and plants and simply daily lives. (Benson 1972: book cover). Is it any wonder then that we can read through these their idea of the culture and what it meant to them.

The dry air preserved much of the Moche culture, leaving a rich legacy of artifacts. Stierlin observes the potters must have felt a keen interest in the animal world (1983:76), for their repertory includes serpents, birds and felines which served their environment, and served in some cases as their commons. He shows in plate 61 the same image of a vulture as the object in question. It is made of pottery in the form of a stirrup vessel; its body is a bit fuller; it lacks the inlay, but it is the same image. In Plate 61 is illustrated a stirrup-spouted vessel with a condor (Stierlin 1983:76). Another condor vessel is shown in Lapiner’s plate 266.

Although pottery constitutes the bulk of the Moche legacy, other objects are not uncommon. The Mochica were prolific with pottery, especially at the end of their era, giving a spirit of mass-produced quality. But they were also skilled in metals, both working in gold and in casting. Metal seemed to indicate status, as more has been found in elite homes than in those of the commoners, indicating use of metal was probably a status symbol (Earle 1987:98). In von Hagen’s work, he indicates that sheer masses of bronze knives, wedges, cutting tools and tupu pins that have been found in Moche and Chimu graves give testimony to the amazing amounts that were in use. He feels here again that the vast numbers indicate mass production. These include cast pieces as large as crowbars, and delicate small pieces the size of a thumbnail. (1965:83-4).

Carved bone has been found in the area; beautifully carved with small animals and figures on the handle tops of snuff spoons. Wooden staffs and agricultural implements are carved also with figures and animals on top (Docksteder 1967:plate 183, and Jones 1964:49,50). It is therefore not unusual at all to find the object in question carved so well and placed on the top of a knife.


The Vulture in Pre-Columbian Incan Art of the Moche Culture Part 1

Research paper investigating the uncommon icon of a vulture in the Moche area of Peru.

The vulture is rarer in Moche iconography than in the Peruvian countryside in general. Considering the fact that many animals and birds are commonly depicted in Moche art, and considering the fact that the Michigan people have told us so much about their lives through their imagery, the rarity of one species gives reason to pursue the question of why this is too. Was it only because the Moche people lived in coastal valleys, and the condor and vulture lived mostly in the highlands?

For the purpose of the question this paper will include the condor along with the vultures of the area, the condor being a type of vulture. A brief overview of the vulture family and its habits seems to be necessary before arriving at any conclusion as to why the Moche used their representation at all, and perhaps why they did so limitedly.

According to Store and Usinger (1970:257) the birds nest in the side of a cliff, far out of the common view of the people. They are seen soaring overhead with large wings, tilted upward. Whenever the air is warm they circle and spiral on upwelling currents with little change in the set of wings or tail. Individuals are spaced out, perhaps one per square mile, scanning the ground for dead animals. When one sees food, it glides down, rocking sideways while descending: a signal to others who soon converge. Vultures are seen in a hunched posture in the morning and evening. The more obvious feature of the birds is the fact that they eat the dead.

References to the fact this was indeed noticed across the region by both Bierhorst (1988:305) and Karsten (1936:284) and many groups had the vulture in their mythology dating from ancient times. Almost every quadruped, bird or fish is regarded as the temporary or permanent abode of a disembodied human soul. When anyone would die, and people saw a bird flying, some would say it was the soul of the deceased. The Xingu, for instance, say the blacks become black urubu vultures upon dying (Karsten 1926:377).

The vulture appears in myths such as “The Theft of Fire From the Vulture”, and “The Vulture Wife.” The Vulture Wife concerns the stealing away of humans by animals and the only way they can return to the human world is by the intervention of a shaman. The intriguing side to the story is, even though dangerous, marriage with the animal world brings the chance to acquire power. Comparisons with other lore reveal significant characteristics of the Central Andean mythology and its strong relationship with other South American mythologies (Bierhorst 1988:71, 207). Although there is little evidence to indicate the Moche themselves had a defined mythology of their own.

Throughout South America, the largest birds of prey are often looked upon as evil demons, especially if they feed on men or domestic animals (Bierhorst 1988:286). The tenet seems to follow that all animals have once been men, or that all men were once animals, but Karsten adheres that among most of the tribes of the Montana mythology is not as strongly organized as elsewhere in the region (1988:213).


Finding The Best Daycares Near Me

How to Find the Best Daycares Near Me?

How to find the best daycares near me is a question asked quite often by parents looking for childcare for their child. What should they be looking for in a good daycare center and what research is required to find one?

Sometimes the choice is extensive but it can also be very limited. The reasons being there can be both a limited number of daycares near me and those that are good may have limited vacancies or a waiting list.

I Would Research and List Possible Daycares Near Me

Today the best way to start if you are not familiar with the area is to Google search for daycare centers in the location you prefer. Make a list with their addresses and contact phone numbers together with any comments about them you want to make from reading their web pages.

Most Important Years In Children’s Development

The first five years of a child’s life are by far the most important in their early learning development. During the first five years, is the period when the child’s brain is building its connectors. During this time every new experience is a learning one. It is critical that if you cannot be with your child and need to use daycares, they then become the place where your child will experience and develop their early learning and brain connector development.

What To Look For In Daycares

You must decide the order of your priorities which will include the daycare centers location, the education, and social skills taught, the quality of care given, the flexibility of hours, if meals are provided, the price of the care, the quality of the daycare centers building and amenities, its staff qualifications, equipment, toys and technology support.


Day Care Centers Physical Environment 2

Day Care Centers Noise

The damping of sound in daycare centers is important. Children by nature tend to be noisy so efforts have to be taken in the design of day care centers to dampen the sound using sound absorbing material to keep the noise decibel levels within the center to as low as possible. Too much continuous noise will unsettle the children, particularly at rest time.

Day Care Centers Colors

The use of the interior wall, ceiling and floor colors in daycare centers is a simple way to enhance the environment. Colors change the way we feel, it changes our perception of the size and warmth of an area. Using appropriate color schemes is an easy way to achieve a balanced, harmonious environment for children. If daycare centers have mixed different shades of oranges, reds, and yellows it will evoke positive, cheerful reactions whereas in a resting area if they have used neutral colors like pale gray, beige and taupe the child’s brain will receive a restful message.

Conclusion For Better Day Care Centers Environment

The focus here has only been on the indoor daycare centers environment which has a great effect on the enjoyment of your child’s day at the centers. The air quality, the use of natural light, the colors used and the control of noise all have an effect. Purpose built daycare centers should if well planned and designed from the start, have covered the elements above. But if the centers have been converted from a previous business use than some of these elements may not have been able to have been controlled.

So, that is it for today’s article. Thank you so much for reading! I hope you liked it. If you did, and even if you did not, please share your opinion the comments section below. I am very interested in what you have to say, it helps me to make my blog a bit better every day. Thank you again and have a nice day!