Types of Formatting for Academic Papers

Types of Formatting for Academic Papers Types of Formatting for Academic Papers Teachers commonly require academic papers to assess a student’s comprehension of a topic. Academic assessments often come in the form of research papers, which are defined as a person’s thoughts or perception of a topic based on thorough analysis. When writing an academic paper, be mindful of the following things. Common Types of Academic Papers Definition Papers Definition papers describe an idea from a factual perspective. These papers do not contain opinion or emotion. Although you may gather facts from different sources, the information is simply stated and supported. However, a definition paper can provide a good framework for persuasive, argumentative, or analytical papers. Argumentative Papers Argumentative papers present two sides of a scenario in one paper. Most good argumentative papers include in-text citations from different researchers and logical facts in support of both sides of the argument. Ultimately, these facts should conclude and culminate your analysis with the pros and cons of each side. The challenge in writing an argumentative paper is that while you are advocating for one side over the other, the way in which you present both arguments must remain neutral and factual. Persuasive Papers Persuasive papers choose a stance and provide logical arguments to defend that stance. Unlike argumentative papers, persuasive papers do not need to present ideas that support any opposing stance. It can also include more emotional and perspective-based opinions. Purpose of Academic Paper Formats When writing academic papers, the way you present your paper is crucial. Using the proper citing, referencing, and quoting of your sources allow for you to communicate your ideas in a manner that is shared by others in your field. Some of these formats include: Chicago Manual of Style The Chicago Manual of Style (CMS) is predominantly used in humanities, particularly literature, history, or the arts. Modern Language Association Style The Modern Language Association Style (MLA) is also popular with students of humanities. Artists, linguists, and theatre students have been using MLA for over 500 years. American Psychological Association Style The American Psychological Association Style (APA) is a set of rules and guidelines established by the American Psychological Association. This format is popular among students and practitioners of psychology, sociology, social work, and medicine. When working on your research paper, remember to pay extra attention to the way you format your source materials. Use the handouts that your teachers give you, or any online reference materials to ensure that all formatting is accurate. For expert advice in formatting your research paper, is here to help.

Tech Resources for Early Childhood Educators

Tech Resources for Early Childhood Educators This is a self-guided tour of useful resources for early childhood educators to encourage thinking about how technology can be used in purposeful ways with young children. For a digital handout that accompanies this tour, please click here.   Examining the Possibilities with Kindergartners and Technology Here are three fun videos related to using technology in early childhood classrooms. Miss Nelson is MissingiPad Artwork Inspired by Peter Reynolds The DotIntegrating Technology in a Kindergarten Classroom Next, explore these sites for other ideas. Note that these teachers are using technology with students to create and publish. They are not using tech at lower levels on Blooms Taxonomy. Young children CAN do more sophisticated work!   The Connected Kinders: Turning iPad Experiments into Adventures in Innovative LearningGoing on a Bear Hunt Using QR CodesHow Kristi Meeuwse Teaches with an iPadTalking Animal ReportsEdutopias Resources for Using iPads in Grades K-2 Exploring iPad Apps iPads are amazing devices for content creation, not just consumption! Ideally, educators should strive to provide opportunities for student voice and choice, designing lessons and projects that allow students of all ages to create content. Heres a collection of apps are more focused on creation than consumption and if you havent seen Osmo, check out this device that using iPads to create really innovative learning games for kids.   Other places to find high quality ed tech materials: AppolearningGraphiteKindertownKinderchat Symbaloo Publishing with Young Children Publishing should be a universal activity in all early childhood classrooms. Check out the following iBook examples:   The Adventures of the Monkey and the Cat by KinderPris Ridge International SchoolConnecting Classrooms: Activities to Promote Global Collaboration by Ben SheridanFamily Time with Apps by the Joan Ganz Cooney FoundationGlobal Book: Schools Around the World by Kristen PainoGlobal Book: Shelters Around the World by Kristen PainoA Global iBook by Meg WilsonInspired Young Authors by Jane RossMy Pet Monster by Jason Sand and Others Building Your Own ECE Personal Learning Network Use social media to enhance your own learning and to connect to others. Here are a few suggestions to get started with connecting to other educators and learning from their best practices. First, join Twitter, and start following other ECE educators and organizations. Then, start participating in Kinderchat, a Twitter chat where kindergarten teachers come together to discuss relevant topics and share resources. Finally, start finding ideas for your classroom by perusing the following blogs and pinterest boards. Blogs Enabling EnvironmentsiTeach with iPadsPassion for EYFSTechnology in Early Childhood Pinterest Augmented RealityKid World CitizenKindergarten - iPadThe Kindergarten SmorgasboardPlayful Learning Investigating Making and Tinkering The Maker Education movement is growing within US schools. What does this look like in early childhood classrooms? Starting points for further exploration may include TinkerLab. Some early childhood classrooms are also exploring the possibilities of digital making through robotics and coding. Check out Bee-Bots, Dash and Dot, Kinderlab Robotics, and Sphero.   Connecting Globally The first step to connecting globally is to get connected yourself. Use social media to meet other teachers, and youll find that project opportunities will organically happen. Projects tend to be more successful when professional relationships are established first; people just seem to be more invested if connections happen first. If you are new to global projects, youll want to get to the point where youre co-designing experiences for students with virtual colleagues. In the meantime, join existing communities and projects in order to get a feel for the project design process. Below are a few starting points and exemplars: The Global Classroom ProjectHello Little World SkypersProjects by JenSkype in the ClassroomiEARN USA Thinking About PD and Additional Resources   Face to face professional development opportunities also an ideal way to participate in professional development. For early childhood specific events, we recommend the NAEYC Annual Conference and the Leveraging Learning  conference. For general ed tech information, think about attending ISTE and if youre interested in creative uses of technology and the Maker Movement, consider attending Constructing Modern Knowledge.   Also, the  Chicago-based Erikson Institute has a site devoted to the role of educational technology in early years classrooms.  This site is a unique resource dedicated to helping early childhood professionals and families make informed decisions about tech. Finally, weve curated a massive list of ECE resources in an Evernote notebook. Well be continuing to add to this, and are welcome to browse our collection!

Is current uk law relevant , when applied to cloud computin Essay

Is current uk law relevant , when applied to cloud computin - Essay Example void legal responsibility for security of information and endow their clients with full responsibility of retaining safety based on information they upload, the principals of the UK legislation are on the contrary to this. This Data Protection Act provides that anyone with the intention of or responsible for using data has to adhere to data protection principles recommending: fair and lawful use; use for limited, and specifically stated purposes; use in an adequate, relevant and not excessive way; accurate use; data not kept for longer than is absolutely necessary; handled in accordance to the people’s data protection rights; kept safe and secure; and, not transferred outside the UK without adequate protection. In short therefore, this Act ensures that Data controllers are bound by the law to give rights to data subjects, i.e.: the right of access to their personal data; the right to stop information processing techniques that are likely to cause substantial distress or damage; the authority to obstruct auto generated decisions; and the right to object direct marketing by any institution thereof (Data Protection Act, 1998). From a wider perspective, the European Data Protection Law (which also concerned with electronic data), stipulates very stringent controls on the entire steps involved in processing of personal data/ information, and its transfer to anywhere outside European Economic Area. Because of the uncertainties over how and where cloud vendor will probably store the uploaded data, there is a lot more potential that need to be put to ensure that customers are in breach of such laws. Therefore, a number of regulations influencing cloud computing are linked to data security. Whatever processes are involved in processing of data, and the consequent location where the data is processed is so critical. Hence, regarding data processing, the European law necessitates that appropriate techniques and organizational measures are actively taken to protect

Allegory of Nature by Marten Van Heemskerck, 1567 Case Study

Allegory of Nature by Marten Van Heemskerck, 1567 - Case Study Example The painting is predominantly oil on panel, and it is subsequently characterized by social diversity in terms of social representation that the painting makes. The first focus goes to the front left part of the artwork, followed by the entire painting in relation to noticing the scenes that Heemskerck presented in the painting. The painting presents a calm scene, characterized by human activity as the painting depicts. There is a number of people in the painting, posing in an action-packed manner. In other words, their appearance depicts that they are a number of activities going on with the environment in which the painting is set. Use of color in the painting is critical to account for. The color used to point out to two racial or ethnic differences that can actually be identified from the painting. Use of light and dark color shows that there are two types of people presented in the painting. Light color differentiates the lighter skinned people from the darker skinned people, who se color appearance is darkened in the painting. As earlier mentioned, the environment within which the painting is set is calm, though characterized by some human activity.  Ã‚   Comparing the two types of people that Heemskerck presents in the painting, the dark-colored people appear more like they are serving the light colored people. In other words, there is an aspect of servant-hood from the dark colored people towards the light-skinned people in the painting. The front middle of the painting presents a captivating scenario. The darker colored people are enjoying a ride by a woman who is glued to a mirror admiring herself. On the same position of the painting, a dark-skinned man maneuvers the boat carrying light-skinned people who seem to be having a good time based on the way they are holding their food and drinks (Stokstad, 2005). The scenario on the painting also accounts for a certain kind of social relations between the darker skinned people and their fellow counterparts, and also between them and the lighter skinned people. The painting has an invariant scenery color. Plants in the painting are generally green, depicting health and a favorable envir onment to thrive in.  Ã‚  

lighthod A Dark Heart in Joseph Conrads Heart of Darkness :: Heart Darkness essays

The Heart of Darkness The Heart of Darkness has two storytellers: Joseph Conrad, the author, and the other being Marlow the story's narrator. The narration that takes place is conceived mostly from Conrad's opinions. Conrad is using Marlow as the embodiment of all the goodness that he represents. "But Marlow was not typical...His remark did not seem at all surprising. It was just like Marlow. It was accepted in silence" (p. 68). "Marlow sat cross-legged right aft, leaning against the mizzen-mast. He had sunken cheeks, a yellow complexion, a straight back, an ascetic aspect, and with his arms dropped, the palms of his outwards, resembled an idol" (p. 66). By doing this not only is Conrad implicates (or accuses) society of its terrible actions but he is also excluding himself. Throughout Marlow's narrative there is no place where he ponders whether or not he has the right idea or even if his opinion is biased to his own liking. There is no way that any that we can verify the validity of his story but yet Marlow assumes his listeners and readers will believe his account. Strangely enough, after such a tale on the shameful acts of society, Marlow (or Conrad) expects us to believe his tale and maybe even attempt to change our actions. Ironically, we can assume Marlow's listeners and readers have been touched by this account. The story and it's teller seem sincere but yet there is more than that. Marlow in this way has become like Kurtz, a voice that craves to be heard by its listeners. It is in this way that Kurtz and Marlow are both mouth pieces for Conrad's voice. Conrad is questioning society for its flaws but while doing so he must also question himself. After all the crimes he's accusing society for he must prove himself a worthy judge. Society nurtures the recognition of these crimes but it does not encourage the correction of these problems. Both in Africa and in London, Marlow sees corruption and the paths to chaos but yet it is so much easier for him to condem the events that take place in both places than to hold someone accountable for the injustices. There is no way to finish reading The Heart of Darkness and not wonder why Marlow did not tell his tale to the owner's of the company.

Language acquisition Essay

Discuss synchronic and diachronic approaches to language. In opposition to the totally historical view of language of the previous hundred years, Ferdinand de Saussure emphasized the importance of seeing from two distinct and largely exclusive points of view, which he called â€Å"synchronic† and â€Å"diachronic†. The word â€Å"chronic† has been derived from Greek word â€Å"chronos† which means time. Synchronic linguistics sees language as a living whole, existing as a state at a particular point in time (an ital de langue, as Saussure put it, Greek â€Å"syn†-with, chronos – time). Diachronic linguistics concerns language in its historical development (Greek dia through, chronos – time). Thus descriptive linguistics is known as â€Å"synchronic linguistics† and studies a language at one particular period of time. Historical linguistics is known as diachronic or temporal linguistics and deals with the development of language through time. For example, the way in which French or Italian have evolved from Latin, and Hindi from Sanskrit. It also investigates language change. A study of the change from Old to Middle English is a diachronic study. Old English Middle English chint knight  stan ston a o In the same way, the study of a writer’s development from youth to maturity is an example of diachronic study. The way in which Shakespeare’s style changes from youth to maturity is also an instance of diachronic study. Saussure says: â€Å"Synchronic linguistics will concern the logical and psychological relations that bind together co-existing terms and from a system in the collective mind of speakers. Diachronic linguistics, on the contrary, will study relations that bind together successive terms, not perceived by the collective mind but substituted for each other without forming a system. † Thus synchronic linguistics deals with systems whereas diachronic with units. The relationship between the both aspects of language study was diagrammatically represented by Saussure in the following way: C X–X1–X2–X3 B A D Here AB is the synchronic axis of simultaneities, CD is the diachronic axis of succession. AB is a language state at an arbitrarily chosen point in time on the line CD (at X); CD is the historical path the language has traveled, and the root which it is going to continue traveling. The point of intersection X indicates that neither excludes the other completely. If CD represents evolution over a period (say 100 years from 1850 to 1950), X1, X2, X3†¦ represent the successive state of language 1860, 1870, 1880, 1890 and so on. The difference between descriptive or synchronic and historical or diachronic linguistics can be illustrated by the diagram of Saussure itself, who was the first person to point out the necessity of distinguishing between the two approaches. We may think this is fairly obvious distinction if it had not been the case that some quite eminent 19th century scholars had failed to draw it. And it needs to be drawn. Neither excludes the other completely, of course, there must be a point of intersection in terms of the above mentioned diagram. But being aware of, the distinction allows us to focus attention more answeringly on language from a given consistent angle. Moreover, due emphasis on the synchronic (which had been neglected dimension before Saussure) helps to clarify the important point that a diachronic investigation always pre-supposes, to some extent a synchronic study. It is impossible to consider the way a language has changed from one state to another without first knowing something about the two states to be compared. This need not to be a pair of complete synchronic descriptions, of course, to complain that it would be a distortion of what linguists actually do in practice but some nonhistorical analysis is essential as a preliminary. Saussure rounds off his discussion with various analogies, of which his analogy with a game of chess is perhaps the most famous. If we walk into a room while a chess game is being played, it is possible to assess the state of the game by simply studying the position of the pieces on the board (as long as we know the rules): we do not normally need to know the previous moves from the beginning of the game. And likewise the state of board at every move is implicit in any pattern of play we may wish to study. The synchronic/diachronic distinction, Saussure claims, is very much like this. And, without wanting to push the analogy too far, we can agree with him. Throughout the 19th century linguistic research was very strongly historical in character. One of the principal aims of the subject was to group language families on the basis of independent development from a common source, or to study language change. The description of a particular language was made subsidiary to this general aim, and there was little interest in the study of a language of a given community without reference to historical consideration. Saussure’s distinction between diachronic and synchronic investigation of the language is a distinction between two opposing view points. Nevertheless, valid diachronic work has to be based on good synchronic work because no valid statement about linguistic change can be made unless good description of a language does exist. Similarly a synchronic statement may well reflect certain historical developments. For example, two vowels of `reel’ and `real’ are described as being basically different because the historical facts show different sources for the `ee’ and the `ea’. On the other hand, we find statements like `ought’ is the past tense of `owe’ and `dice’ is the plural of `die’. One can point out that these statements are diachronically, but not synchronically, true. A synchronic approach is enough to gain mastery over a contemporary language, but it is necessary to have a diachronic description to understand the evolution of that language.

The Animals, By And The Dove Flew Out Of The Dark - 754 Words

At first, â€Å"The Animals† may seem as a dark poem, that has no connections to reality. Jacobsen’s use of animals as humans detaches the two worlds from each other, giving the reader a sense of indifference. However through Jacobsen’s word choice and tone we can see that â€Å"The Animals† has a strong tie to the bible. This is conveyed through Jacobsen’s use of biblical phrases and words, such as â€Å"Sanctus† and â€Å"the dove flew out of the dark.† The Bible is a collection of texts sacred in Christianity and Judaism. The life of Jesus is shown in the New Testament, showing Jesus’s birth and death. Jesus was portrayed as the central figure of Christianity, symbolizing peace and reformation. Jesus went through 5 major transitions during his presence: Baptism, Transfiguration, Crucifixion, Resurrection and Ascension. However, †The Animals† shows more focus towards Jesus’s Baptism, Transfiguration, and Crucifixion. The Crucifixion of Jesus comes with mourn, along with hope for a better society and world. Aside from the story of Jesus, the Bible is also comprised of the Noah’s Ark story. In Noah’s Ark, god is described to have given a task to Noah, in order to build an ark. Therefore saving Noah, Noah’s family, and a variety of animals. However on Noah’s journey there was a great flood and sent a dove, which returned back with an olive leaf. Throughout the first stanza of the poem, Jesus’s actions are shown through the actions of the animals. The stanza is written to build up suspense forShow MoreRelatedThe Myth Of The Cherokee Indians940 Words   |  4 Pagesworld as they know it began, it was just water. All the animals lived in a land called Galun’lati that was above the water (in the sky), but it was overcrowded. A water beetle, named Dayuni’si, volunteered to explore the water beneath them. Dayuni’si was unable to find solid ground on the surface of the water, but dove below the surface and only found mud. The beetle brought the mud to the water’s surface and it began to grow and spread out. This mud became the Earth, as the Cherokee Indians knewRead MoreThe Importance Of A Seed Growing Like A Little Me979 Words   |  4 Pageson because it was too big for me or climbing the apple tree in the front yard, but this time, my parents wanted my brother and I to help garden. The dread ful thing of planting a beautiful flower in the mucky dirt, left my hands and feet soiled in a dark substance. I never liked gardening and I hated when I saw the neighborhood children enjoying the â€Å"activity†, but I always did what my parents told me. Now, as I look back into the life of the young Brittney, I realize that the only thing that I didn’tRead MoreComparing Cherokee And Lakota Creation Stories1721 Words   |  7 PagesNations’ People are some of the most magical. 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During the time that the Cherokee believed that all the earth was covered with the ocean, the animals were above in a place they referred to as â€Å"beyond the arch†. In accordance to this creation myth, it was becoming way to crowded for the animals, so they started wondering what was under the water. â€Å"Beaver’s grandchild†, the water-beetle, dove to the bottom of the water and came back up with some soft mud, which began to grow and continued to expand until it became the