Saturday, March 21, 2020

17 Free Online Academic English Writing Courses

17 Free Online Academic English Writing Courses If you are an English language learner and getting ready to enter into university, getting up to speed on your academic writing will mean the difference between success and struggle in your academic pursuits. However, youre in luck, as there are several free online academic English writing courses available that offer students like you a chance to brush up on your skills in your own time and without paying a dime.A Beginners Guide to Writing in English for University Study - In this five-week course provided by the University of Reading (via FutureLearn), you will learn how to write using academic English in preparation for university study. The course was developed to help students learn the basics of writing in English for academic purposes, including the stages of essay writing. Aimed at non-English speakers with a minimum level of IELTS 4.5 or equivalent, you should know some English before taking this course.Adjectives and Adjective Clauses - In this four-week course provided by the University of California, Irvine (via Coursera), you will learn how to make your writing more interesting through writing adjectives and adjective clauses. In the first module, you will review what adjectives (and adjective phrases) are and how to use them correctly in English. In the second module, youll learn about adjective clauses, what they look like, and how to use them correctly to make your sentences more complex. In the final module, youll learn the different ways to use adjective clauses in academic writing.Advanced Writing - In this four-week course provided by the University of California, Irvine (via Coursera), you will learn to raise your level of academic writing in preparation for college-level work. Specifically, you will learn to plan and write a more sophisticated argumentative essay; identify plagiarism and explain how to prevent it; read and analyze several articles to form your own opinion on a topic; make connections between several articles; form thes is statements from your readings; and use sources effectively when writing an essay. While youll have access to all the instructional videos and handouts by taking the free version of this course, youll need to enroll in the paid version to receive peer feedback and take quizzes.Conjunctions, Connectives, and Adverb Clauses - In this four-week course provided by the University of California, Irvine (via Coursera), you will learn about the different types of conjunctions in English and how to use them and punctuate them in sentences. You will also learn how to join ideas with correct grammar and punctuation, including transition words and prepositional phrases, complex sentences, and adverb clauses. Finally, youll learn a more advanced way to write complex sentences by reducing the adverb clauses. Each of these lessons will help you write academic English more fluently.English Composition - In this eight-week course provided by Arizona State University (via edX) as part of the Glob al Freshman Academy (GFA), you will learn how to communicate your ideas clearly through English writing. Specifically, you will learn to develop ideas effectively for a variety of purposes, audiences and occasions through completing several major written projects. Furthermore, you will learn how to craft your writing to meet the needs of specific audiences for specific purposes; how to make decisions about what to include and not include in your writing; how to use invention, research, drafting, revising, and editing in your writing; to use various formats and stylistic choices, including genre conventions; and how to use diverse technologies to write more effectively and efficiently.English Composition I - In this ten-week course provided by Duke University (via Coursera), you will learn college-level writing by reading carefully, writing effective arguments, understanding the writing process, engaging with others ideas, citing accurately, and crafting powerful prose. Throughout t he course, you will also learn how to summarize, analyze, question, and evaluate written and visual texts; argue and support a position; recognize audience and disciplinary expectations; identify and use the stages of the writing process; identify characteristics of effective prose; apply proper citation practices; and discuss applying your writing knowledge to other writing occasions.English Grammar and Style - In this eight-week course sponsored by The University of Queensland (via edX), you can learn key concepts and strategies in grammar and style to help enhance your writing. The course offers instruction in grammatical principles, word usage, writing style, sentence and paragraph structure, and punctuation. Video interviews with distinguished grammarians, along with quizzes and writing activities, assist students build their English writing skills.Getting Started with Essay Writing - In this four-week course provided by the University of California, Irvine (via Coursera), yo u will learn about the three types of academic essays and how to improve your writing skills when writing each type. The course covers how to create effective thesis statements for your essays; how to plan and write compare/contrast, cause/effect, and argument essays; and how to write well-developed body paragraphs. While the lectures and practice activities are available for free, students must enroll in the paid version to take the quizzes and receive feedback on writing assignments.Grammar and Punctuation - In this four-week course offered by the University of California, Irvine (via Coursera), you will learn the basics of writing academic English for studying in an American university. It includes video lectures, readings, practice exercises, and quizzes, although the free version does not offer peer feedback and graded quizzes. By the end of the course, you will know how to identify the correct verb tenses to use, use commas effectively, utilize several different sentence type s, and write more effectively in English.How to Write an Essay - In this five-week course provided by the University of California, Berkeley (via edX), you will be introduced to academic writing for English learners by learning essay development, grammatical correctness, and self-editing. The course covers basic grammar terminology and understanding; writing effective sentences and paragraphs; introductions and conclusions; strategies for writing longer texts; and thesis statements. It is provided in partnership with the U.S. Department of State.Introduction to Research for Essay Writing - In this four-week course provided by the University of California, Irvine (via Coursera), you will learn the steps involved in planning, outlining, and writing a research paper. Some topics covered include how to choose appropriate research topics for your classes, how to find source material for research papers, how to avoid plagiarizing, and how to take and organize notes in the process of you r research. You will also learn how to use an appropriate academic tone and language in your writing, along with how to document sources by creating a list in MLA format.Perfect Tenses and Modals - In this four-week course provided by the University of California, Irvine (via Coursera), you will learn about important intermediate verb tenses, including present perfect, present perfect progressive, past perfect, and past perfect progressive. The course also covers common modal verbs used in English. Although it is designed for learners who already have a basic understanding of English grammar, it will help you become a better academic writer.Preparing for College: Writing Proficiency - This self-paced course provided by Parkland College (via Canvas Network) is third in a series of four courses that are aimed at helping students improve their scores on placement tests while preparing for college-level courses. The focus of this course is on writing skills, along with links to pract ice tests to help students identify problem areas and supplemental help for students who need it.Scribble: Writing for New Writers - In this 13-week course provided via OpenLearning, you will learn the process of writing- from simple paragraphs to more complex writing structures. The courses eventual aim is to prepare you for research writing. Designed for students who are studying English and are preparing to soon enter a university, this course will help you brush up on some basic skills such as sentence and paragraph creation, along with proper English structure and forms of writing.Tricky English Grammar - In this four-week course provided by the University of California, Irvine (via Coursera), you will learn about tricky issues in English grammar that can confuse even the most astute student. This includes tricky nouns, articles, and quantifiers; when to put a or the in front of a noun; when to put nothing in front of the noun; using gerunds and infinitives correctly; making requests and asking for permission; some word forms that cause confusion; and phrasal verbs and collocations.Verb Tenses and Passives - In this four-week course provided by the University of California, Irvine (via Coursera), you will review the verb tenses that you learned in beginning English classes and learn about a few tenses you may not know very well. It covers 12 of the English verb tenses and passive verb forms, along with how to blend these tenses, which is what native speakers frequently do. Overall, this course will help you improve your fluency in written and spoken academic English. While the free version of this class gives you access to all of the instructional videos and handouts, you will need to enroll in the paid course to receive peer feedback and take quizzes.Writing in English at University - In this four-week course provided by Lund University (via Coursera), you will learn to understand the conventions of academic writing in English along with the various components of the academic writing process. The course is divided into four modules:Writing in English at university: An introduction;Structuring your text and conveying your argument;Using sources in academic writing; andThe writers toolbox: Editing and proofreading.The course consists of video lectures, reading assignments, and reflective self-assessment questions, along with peer review exercises that provide students with an opportunity to interact with their peers also taking the course.

Thursday, March 5, 2020

Where to Find IB Chemistry Past Papers - Free and Official

Where to Find IB Chemistry Past Papers - Free and Official SAT / ACT Prep Online Guides and Tips Taking the IB Chemistry exam will be a nerve-wracking experience, but having seen a real IB past paper before taking the actual test will be a huge advantage since you'll have experience with the test format, the length, and style of the test. In this article, I will show you where to find IB Chemistry past papers, both free and paid. I'll also share tips on how to study most effectively using these IB Chemistry past papers. Where to Find Free Tests The IB has been diligent about seeking out and destroying illegally uploaded official papers for the past few years, so a lot of sources that used to be out there are no longer readily available. Currently, the only free official IB Chemistry test legally available is this Chemistry HL paper 3. I have not been able to find any unofficial IB Chemistry past papers (ones created from scratch). If you find any, I strongly advise AGAINST using them, as they may be nothing like the actual IB Chemistry papers. Where to Find Paid Tests The IBO store sells IB Chemistry SL and HL past papers from May 2015 to November 2018. Navigate to the Diploma Program page, then click "Shop Exam Papers" to see all available papers, which can be narrowed by category and time frame. This is the only safe place to get IB Chemistry past papers to download. Each paper and each mark scheme costs $3.00. Buying all of the past papers and mark schemes can be costly, so if you are looking to spend as little as possible, I recommend just purchasing the most recent (November and May 2018) past papers as they will be closest to what you learned. 3 Tips for Using IB Chemistry Past Papers Productively Since each practice IB Chemistry exam will take you 3 hours for SL or 4.5 hours for HL, it's imperative that you get the most out of each test. Here are a few helpful practices to keep in mind when you're taking these papers: #1: Complete papers 1 and 2 in one sitting. The IB Chemistry SL and IB Chemistry HL papers are intense, forcing you to sit and concentrate for two hours for SL and 3 hours and 15 minutes for HL. You need to build up your mental strength so you don't make careless errors by the end of paper 2. By taking the practice tests in one session, you build up your mental strength in preparation for the real test. If you don't have time for a 2 hour or 3 hour 15 minute session, then you can take each paper on separate days. However, you need to obey the next rule: #2: Stick to the exact timing on each part of the exam. It is VERY IMPORTANT that you get used to the stressful timing of this test: IB Chemistry SL: IB Chemistry SL Paper 1- 45 minutes IB Chemistry SL Paper 2- 1 hour 15 minutes IB Chemistry SL Paper 3- 1 hour IB Chemistry HL: IB Chemistry HL Paper 1- 1 hour IB Chemistry HL Paper 2- 2 hours 15 minutes IB Chemistry HL Paper 3- 1 hour 15 minutes In this allotted time, you need to finish: IB Chemistry SL: Paper 1: 30 multiple-choice questions Paper 2: two parts, Section A: answer all of four short responses and Section B: pick one essay question (you choose between three options) Paper 3: Answer all of the questions for your two options: six short response questions that each can have between 2-5 parts IB Chemistry HL: Paper 1: 40 multiple-choice questions Paper 2: two parts, Section A: answer all of four short response questions that each can have between 3-10 parts and Section B: pick two essay questions (you choose between four options) Paper 3: Answer all of the questions for your two options: seven or more short response and essay questions (varies based on the options that you covered in your class) Do not practice with extra time- if you give yourself extra time, you can complete more questions and increase your score. We want to use these practice tests as realistic predictors of your exam score. #3: Check your answers. After you complete a practice exam, you need to review every error you made. Do not skip this step. If you do, you will not learn from your errors, and you will make the same ones on the IB Chemistry test. So make sure to spend at least 1.5 hours reviewing every full practice tests. This may seem like a lot of time, but emphasize quality of learning over quantity of learning. I'd rather see you take two tests with meticulous review than five tests with no review. What’s Next? Need help reviewing some chemistry concepts? Read up on how to balance chemical equations here. Learn more about IB Chemistry: The Complete IB Chemistry Syllabus: SL and HL The Best IB Chemistry Study Guide and Notes for SL/HL The Best IB Chemistry Books, Reviewed Looking for ways to apply your chemistry knowledge to your everyday life? Get three different recipes for making your own slime and learn how to (safely) use muriatic acid to clean household items. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Tuesday, February 18, 2020

Analysis of an Article in a Microeconomics Viewpoint Essay

Analysis of an Article in a Microeconomics Viewpoint - Essay Example In the end of business organizations however, the increase will mean additional costs by business organizations. If this happens, this will be detrimental to the company and they will tend to compensate by cutting number of workers in order to maintain their original costs. Another issue is the economic viewpoint which is used in legislation. In the real world situation, changes in the economic policies should always be approved by government officials. As politicians have different viewpoints, it is often hard to pass bills and laws which will bring about drastic changes. The issue on minimum wage is always debated in all economies globally and not just in the United States. As the writer puts in the article, there are two sides of the coin which should be taken into consideration before the minimum wage could be raised. Through our class discussions, I have learned that minimum wage should be a matter of supply and demand. It is the least acceptable payment that an employee can accept while it is the highest which can be charged for a firm. For an employee, minimum wage should be able to cover up for the estimated productivity of the worker as well as the opportunity cost of his time. On the other hand, a company should make sure that the employee's output is worth his hourly payment.

Monday, February 3, 2020

Gender and work roles in Society Essay Example | Topics and Well Written Essays - 750 words

Gender and work roles in Society - Essay Example Unlike sex, gender is a socially constructed concept which has many ramifications in the social, political, and economic realms. The social construction of gender roles is responsible for the division the productive labor forces into one which has historically been private and unpaid, known for more than a hundred years as â€Å"women’s work† and another which occurs in the public sphere and his remunerated. Although women have entered the paid labor force in great numbers over the past 50 years, so-called â€Å"women’s work† has relegated women to child-rearing responsibilities, maintaining a home, cooking and cleaning and everything else which has historically been unpaid. Importantly, much of this work, child rearing, cooking, etc is both unpaid and often unappreciated. Historically, men worked outside the home, earning a paycheck and have been the breadwinners of the traditional nuclear family. Since the 1960s women have entered the labor force in incr edible numbers and have begun to earn the respect they deserve for the work that they do. Despite this important change, men still have much more power in our society and it remains structured upon the notion of patriarchy. Accordingly, women face many hurdles to direct employment in the paid labor force in the United States (see Bernbach 33-75). While female participation in the labor force has grown tremendously over the past half-century, women still lag behind men when it comes to getting paid for the hard work that they do. According to the American Department of Labor and Statistics, women on average earned $.80 on the US dollar relative to their male counterparts. From a sociological perspective, what can help account for the disparities women face in the labor force? Discrimination is one challenge women face in the paid labor force and this concept can be defined as the prejudicial treatment of others based upon perceived or real

Sunday, January 26, 2020

The Stress In The Workplace Psychology Essay

The Stress In The Workplace Psychology Essay Stress is a common daily experience for many people, increasingly in the workplace. Employees complain that there are many elements that produce stress in the workplace; for example, relationships with other employees, occupational demands and lack of control work (Cooper, Dewe and ODriscoll 2001). A survey of over a million employees in the UK found that over fifty percent of them experienced health problems due to stress. More and more employees appear to be suffering from ill health, often attributed to stress. Some psychologists claim that job stress affects more than sixty percent of all workplaces in the UK (Cartwright 2000). Stress is a significant and increasing problem in many countries (Chmiel 2008). Many researchers believe that there are three main types of stress (Copper and Payne 1988): stress as a reaction; stress as a stimulus; and stress as an intermediary procedure between both reaction and stimulus. Thus, stress is a psychological or physiological response when peo ple face a difficulty. Currently, some theories suggest that stress is a negative sentimental state which is due to the reaction between people and their surroundings (Arnold et al. 2010). However, stress may also have a positive effect on employees. This essay will focus on the definition of stress and two causes of stress work-related causes and individual personality causes in the workplace. Then evaluate the organizational techniques and individual techniques of reducing stress. The first step in solving any problem is to be beginning by understanding the issue. The definition of stress is argued by many psychologists. Since 1929, different researchers have developed various definitions of stress. Some researchers believe that the definition should be impartial, while others suggest that it could depend on individual opinions (Furnham 2005). According to the early studies, Selye defines stress as the non-specific response of the body to any demand made upon it (1956 ¼Ã…’pp.27-29). Selyes definition concerns the physiological reaction instead of incorporating both psychological and physiological responses. A few years later, Cox (1978) illustrates that stress can be explained into three meanings: reaction-based, stimulus-based and interactive. Moreover, this theory is developed by other psychologists. Semmer (2003) claims that stress can be divided into stimulus, response and the intercede course between response and stimulus. Hence, Semmers definition is the most popular definition in sphere of learning. People use his definition to deeply understand stress. At present, stress is regarded as a public problem for most of employees. People try to find the roots of stress, especially in workplace. Some psychologists say that stressors such as workload, work schedule and conflict at work are the main sources of stress in the workplace (Landy Conte 2004). Furnham (2005) divides the main stressors into two types of cause: work-related causes and individual personality causes. He separates these stressors from the internal cause (personality) and external cause (environment). Currently, several studies prove that these two main causes which can produce stress in workplace. One of causes is work-related cause. Regarding work-related causes of stress, it includes job requirements, job role, work overload, work underload, organizational change, and other stressors. Firstly, Job requirements are the most significant factor which cause stress in the workplace. There are some demands which can make a job more and more stressful for instance, risk and danger. Police officers, firefighters, and other people in occupations where they often have to face physical threats always need to reduce the stress (Arnold et al. 2010). Secondly, Role-stressors include role conflict and role ambiguity (Woods West 2010). It affects the work settings and social support. Role ambiguity can also be a source of stress if a job description is too vague, and therefore employees are unsure of what duties they have in the office. Thirdly, Work overload and underload also influence emp loyee physical and mental health. Work overload means that there is too much work or work that is too difficult for an employee to complete. On the other hand, work underload means work is too simple to being a challenge for employees (Schultz Schultz 2002). Both work overload and work underload can lead to stress. The more time required completing a task, the lower employees level of happiness, and as a result, it impacts employees health and state of mind. The next factor is organizational change. Usually, it is difficult for employees to find their positions when the situation or environment changes. In that instance, not only the organization changes but also the demands of the organization changes, which in turn can make employees feel stressed. Finally, there are additional stressors in workplace, such as negative leadership and career development. Negative leadership gives employees pressure when they are provided negative feedback. Moreover, most of employees worry about th eir career development. In an employees career development, worrying over promotion and performance appraisals can be a significant factor of stress. Consequently, Work-related causes are external causes, which are objective and hard to change. The other main cause is individual personality causes. In this case, stress is influenced by individual factors, such as personality types, subjective opinions, and intelligence (Furnham 2006). There are many unique elements which can produce stress. Furthermore, peoples tendency to pay attention to the negative sides of an event is also a source of stress for employees. An individuals personality is an internal cause which can change by employees. Thus, these two causes are the common reasons of producing stress. Most employees are bothered by work-related causes, and are suffering from the negative effects of stress for a long time. As the cause of stress already discussed indicate, most researchers assert that stress is a growing problem in many countries one that has the potential to increase in the future (Chimel 2008). In general, stress tends to have negative consequences. Nevertheless, there are also some positive effects of stress in workplace. While, Selye (1956) believes that there are two kinds of stress distress and eustress. Distress is negative stress which can affect peoples health. Eustress is positive stress which can motivate people to reach a goal. Distress expresses the negative consequences of stress. These negative consequences can be separated into three main types: behavioral, psychological, and physiological (Woods West 2010). Initially, for behavior outcomes, people could make more mistakes during the learning and understanding processes. For example, fast food delivery workers can get into accidents more easily when there are too many deliveries to make (Landy Conte 2004). This is because they cannot pay more attention to the situation on the road when they are worried about how they can make deliveries on time. That is very dangerous for workers. Then, the psychological consequences of stress are also serious. Burnout, a common psychology consequence of stress, is a prominent negative effect of stress especially in caring careers nursing and teaching (Landy Conte 2004). For instance, a job which has massive workload and high work demands, usually leads to burnout. Normally, burnout will affect individual achievement. Employees who have low individual achievement will have difficulties facing challenge or difficulties well. It is clear that the high workload and job demands will increase the risk of burnout. In the meantime, some physiological changes result from stress as well. Some early studies reported that stress not only causes heart disease and headaches but also increases blood pressure and heart rate (Arnold et al. 2010). It is hazardous for employees that stress can threaten their life. The negative consequences of stress are easy to uncover, although, many articles have shown that stress can also have a positive influence in workplace. Selye (1956) suggests that a suitable amount of stress can help employee to develop their full potential. Because of eustress, they are good at receiving and acting on positive feedback during work time and they continue to find new challenges in their career development. Consequently, employees can get their goal soon. Stress can encourage employees to be successful in workplace. Nevertheless, most of the time, people spend lots of time studying the negative side of stress instead of the positive. The negative consequences of stress are the main problems that mostly disturb employees in workplace. Because of the negative consequence of stress, nowadays, there are many methods that can reduce or manage stress in the workplace. Some psychologists say that people can use organizational techniques and individual techniques to reduce stress in the workplace. Organizational techniques include changing the organizational climate and providing employee assistance procedure. The organization should make sure that employees are able to adapt to change (Cooper Locke 2000). It is important that employees engage in the decisions leading to change in the workplace. Participation could assist employees in adapting more easily to changes. Employees have a right to express their ideas and opinions. It can help employees to reduce or prevent the stress. Providing employees with assistance procedures means that organizations define employee roles and provide programs about stress management. In order to reduce stress which due to role ambiguity, organizations should give employees a clear job d escription before they start to work. It is an effective way to reduce employees stress. Moreover, appropriate job demands can prevent and reduce work overload and underload. Anther effective way to help employees reduce stress is by providing stress management programs. For example, a survey of 130 workers in Netherlands who engage in a stress management training program reported that it is an effective solution for reducing psychology stress. More importantly, the effects of this program lasted for six months (Schultz Schultz 2002). Accordingly, training programs could be successful in helping employees reduce stress levels in the workplace. On the other hand, Individual techniques for reducing and limiting stress are also important for employees. Since the 1930s, relaxation training has been used as an effective solution for reducing stress. The purpose of this kind of training is decrease the blood pressure. That way, employees begin to feel relaxed more quickly. In addition to the methods already described, biofeedback is another popular technique for reducing stress. Through the feedback of heart rate or blood pressure, people are taught to manage their internal state. Biofeedback can also be used to control brain waves. Keeping calm is an essential element of reducing stress. As a consequence, both organizational techniques and individual techniques are effective ways for helping employees to reduce stress. However, in fact, the organizational techniques are easier than individual techniques to enforce in a company. In conclusion, stress, an increasingly public problem, bothers most employees in modern society. Some psychologists claim that stress is a reaction and stimulus. It is a kind of psychological or physiological response shown when people face challenges or a threatening situation. There are internal causes individual personality and external causes work-related causes. Work-related cause is the main cause for producing stress in workplace. Selye (1956) demonstrates that eustress is one kind of positive stress. Eustress can motivate employees to improve themselves and get their goal. Other researchers, however, say that stress only has negative effects on employees, such as disease and burnout. In accordance with the negative effects of stress, the measures of reducing stress are divided into two categories: organizational techniques and individual techniques. These techniques deal with the stress due to work-related causes and individual personality causes. In the workplace, not only the employees but also the organizations leaders should be concerned about reducing stress.

Saturday, January 18, 2020

Using information and communications technologies for teaching and learning

E-learning is by and large regarded as utilizing information and communications engineerings for learning and larning. These engineerings may include, but are non limited to, the followers: presentation engineerings ( e.g. , PowerPoint ) , the Internet, videoconferencing, e-mail, specialist disciplinary package, larning direction systems such as WebCT, simulations, and educational games. E-learning may affect such hardware as computing machines, personal digital helpers, and cell phones. The media used can unite sound, picture, images and text in a assortment of combinations and utilizing a scope of attacks. E-learning should be regarded as a installation or set of tools, non a peculiar instruction method. Indeed, e-learning may be used to back up about any sort of instructional attack, positive or negative. Examples of utilizing e-learning constructively include attacks which combine more traditional instruction patterns with information and communications engineerings. For illustra tion, an teacher might utilize the Internet during his or her talk to entree on-line lifes that supplement the category presentation. A class web site might incorporate activities that facilitate active acquisition. Communications applications such as on-line treatments groups might be used to enable collaborative job work outing among groups of pupils who have trouble scheduling meetings. Teachers of to the full on-line classs typically use small if any face-to-face direction and depend about wholly on e-learning. The grade to which e-learning is used by teachers varies widely due to a figure of factors including their personal instruction penchants, the nature of the capable affair, the pupils involved every bit good as the handiness of proficient and instructional design support. Quality direction remains the paramount end and e-learning should ne'er be used for its ain interest. The E-Learning Committee identified the undermentioned factors that contribute to the demand to transform instruction and acquisition in higher instruction: germinating nature of â€Å" basic accomplishments † required to be competent professionals the chances provided by the increased effectivity and decreased costs of information and communications engineerings ; permeant usage of information engineering by pupils taking to alterations in larning penchants ; synergism of learning and research ; turning demand for alternate acquisition theoretical accounts to better acquisition and increase handiness ; greater handiness of electronic learning resources and scholarly publications. The combined effects of these five factors make it paramount for the University to reassess and update its scheme for e-learning. E-learning enables greater flexibleness in footings of where and when pupils can take part in larning activities. As a consequence, those involved in discoursing the advantages of utilizing e-learning frequently concentrated on how it reduces barriers to accessing educational plans. However, from a pedagogical point of position, the focal point of e-learning is non on entree, but on larning. E-learning provides scholars with the chance to be more active and to take greater duty for their ain acquisition. It besides gives module a wider assortment of tools for easing engagement and coaction. The E-Learning exists in the context established by the vision, mission, and ends of the University. Information and communications engineerings are praised for their capacity to cross distance, connect communities, provide information, and quickly convey immense volumes of informations. E-learning is an incorporate application of these engineerings. As such it has the possible to act upon how all the academic subjects of the University are realized. Need for Reforms in Tertiary Education to Address New Challenges. Quality confidence can play a cardinal catalytic function in originating reforms to regenerate weak third instruction systems. Despite fluctuations in cultural and political penchants, differences in leading manners within authoritiess every bit good as changing phases of development, there is emerging consensus that traditional academic controls are unequal for reacting to today ‘s challenges and that more expressed confidences about quality are needed ( El-Khawas, DePietro-Jurand, and Holm-Nielsen 1998 ) . New Methods of Delivery Challenge Traditional Approaches to HE Development. Recent progresss in information and communicating engineerings ( ICTs ) have prompted alterations in the manners of bringing for instruction. The usage of different signifiers of Open and Distance Learning ( ODL ) is on the rise, doing it possible to learn and larn from anyplace in the universe irrespective of one ‘s geographical location relation to the beginning of bringing. On-line instruction is turning, even within regular â€Å" brick and howitzer † establishments. These new methods besides render third instruction â€Å" borderless † -students have options for entree to higher instruction beyond their national boundaries and suppliers of HE can make pupils anyplace in the universe without holding to procure clearance from any local authorization. This is a positive development, particularly for states which can non afford to put in brick and howitzer establishments ( for illustratio n, little states, weak economic systems ) to run into the turning societal demand. However, in the absence of an effectual QA system, consumers lack a dependable footing for taking between different borderless offers, and authoritiess would non hold a mechanism for keeping these suppliers accountable for the quality of their plans. In Africa this tendency is expressed in the turning attending accorded to constructing capacities for distance instruction. The part now hosts four unfastened universities, with programs to set up at least two more in the close hereafter. Likewise, the proviso of instruction â€Å" at a distance † by traditional universities is steadily spread outing. In Tanzania, the Open University of Tanzania ( OUT ) is now the largest university in the country-only 15 old ages after its constitution. The African Virtual University which was ab initio incubated in the World Bank is now a good recognized leader in unfastened and distance e-learning ( ODEL ) in Africa with a web that spans over 20 English and French-speaking states. Though some acquaintance with quality confidence processes for traditional ( print-based ) distance larning systems has been acquired on the continent, the new manners of bringing pose a challenge because there neither criterions nor expertness are presently avail able to modulate quality.1.2 Research Aim and AimsPurposeThe purpose of this thesis is to â€Å" To research the quality confidence in e-learning and its effectivity in footings of bettering the quality of acquisition, and to urge schemes for effectual quality confidence in e-learning for the colleges and universities.AimsThe aims in order to accomplish this purpose are as follows: Review the developments in quality confidence in e-learning and analyze the e-learning facets of quality confidence. To analyze the quality confidence criterions in e-learning and their effectivity. Study the effectivity of quality confidence in an e-learning context, and place the chief challenges and the critical success factors. Develop appropriate schemes for the execution of effectual quality confidence in e-learning.1.3 Problem StatementThe current survey purposes to reply the following overall job. Is at that place important difference in the effectivity of quality confidence in e-learning in the public and private universities in the Kingdom of Bahrain in footings of their course of study design, class design, and class bringing? To reply this inquiry, the undermentioned sub-problems shall be addressed: To what extent does effectivity of quality confidence in e-learning occur in the higher instruction establishments ( HEIs ) in footings of course of study design, class design, and class bringing as perceived by its module members, pupils, and stakeholders? What are the jobs or barriers encountered by the respondents on the quality confidence in e-learning? What success factors in e-learning perceived by the respondents in the private colleges and universities? What challenges and schemes in e-learning observed by the respondents on the execution of the quality confidence in the university? What possible suggestions/recommendations to better e-learning in the colleges and universities?1.4 Research ApproachThe primary informations aggregation will be conducted through study questionnaires and unstructured interviews nevertheless, the secondary informations aggregation through extended literature reappraisal taken from books, diaries, magazines, and other related reading stuffs in e-learning. The informations collected from both the beginnings will be integrated and so analysed. Qualitative analysis will be used for the informations being collected from both the attacks. However, quantitative analysis will be done by the research worker after roll uping the information for analysis and reading to cognize the findings of the survey on the quality confidence in e-learning hence, carry throughing the purpose of this research. Furthermore, the Primary Data Collection will be taken from the Survey Questionnaires and informal ( unstructured ) Interviews from the respondents of the selected colleges and universities in the Kingdom of Bahrain. However, the Secondary Data Collection will be taken from the literature reappraisal such as books, diaries, magazines, internet links, and other related readings on e-learning facets. After the information is being collected from the primary and secondary beginnings, the Qualitative and Quantitative Analysis Approach will be used to analyze the research information. The analysis will be done after the retrieval of the study questionnaire. However, the informations will be analysed and interpreted utilizing textual or tabular presentation based on the consequences of the statistical analysis. Hence, in the reading of informations deductions is needed and besides supported with related literature or surveies to beef up the analysis and reading of informations which are important to the findings of the survey.1.5 Outline of the DissertationChapter 1: Introduction and Background. The intent of this chapter is to present the job on the effectivity of the quality confidence in e-learning, its challenges and schemes. It besides presents the principle behind the determination of prosecuting this research, based on the observations made by the research worker and other wri ters. It concludes with the word picture of the attack adopted in the structuring of the thesis. Chapter 2: Reappraisal of Related Literature. The intent of this chapter is to present and examine exhaustively the bing literature in the country of the quality confidence of higher instruction establishments ; e-learning quality confidence ; and e-learning success factors ; and other related surveies on e-learning facets. Besides, a theoretical research theoretical account has been proposed and research hypotheses have been developed. Chapter 3: Research Methodology. The intent of this chapter is to show the research design and methodological analysis of the survey. It besides includes the respondents of the survey, proof of research instrument, informations aggregation method, and informations analysis. Chapter 4: Datas Analysis and Findings. The intent of this chapter is to show the analysis and reading of the information, and besides the treatment on the effectivity of the quality confidence in e-learning, problems/barriers encountered, success factors, and quality confidence challenges and schemes. However, the descriptive-survey attack will be employed in this survey. However, tabular and textual signifier will be used in showing the information analysis. Chapter 5: Drumhead, Conclusions, and Recommendations. This chapter is a sum-up of the whole thesis. It provides an appraisal of the importance of the research done and it is an lineation of possible future research strands.DrumheadThis chapter provides an debut to the thesis along with brief treatment of the background on the construct of e-learning in the Kingdom of Bahrain peculiarly in the HEIs – Higher Education Institutions. It besides presented the Aim and Objectives and briefly discusses the country of research, literature reappraisals and provides principle for carry oning this survey. The research purpose and aims are made clear and the research attack is presented.

Friday, January 10, 2020

What You Need to Know About Writing a Dissertation

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