writing a proposal"writing a proposal" How do I go about writing a proposal for Experimental Psychology class?
My teacher is not really explaining this very well...
The topic I want to focus on involves alcohol consumption and conformity among college students.
He had us research articles on our topics and I found quite a few, but I don't really know where to go from here. Any suggestions? I'm so lost, never done anything like this before.
Maybe I can help you to step outside the box of learning by reverse-pointing your brain where education tries to. Here is a question and my answer...... ''What's the difference between studying Psychology,Social work & mental health nurse? I really want to help people especially kids who have been sexually abused and neglected by family etc and maybe help people with eating disorders. Which of these degrees should I do? and also which would be the easiest as i'm not very smart. I have been abused and have had eating issues so through school the last thing i cared about was grades. but now 19 years old i really want to help others.'' Here is my answer: These were developed to solve problems made from our society on each of us. It would be best to serve helping the society to change. That means opening the secrets to all people. Teach each one the same secrets and adjust for the different body types. Socialism tries to do that. If the government pays when people get sick then the government changes the society even though it is very slow in doing so. Go to Europe or Canada and see the changes already in place eh? In the UK teens and adults can go to a free sex clinic. You want to study alcoholism but what about the causes of alcoholism eh?
How to Write a Book Proposal : How to Write a Author Bio for a Book
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writing technical manual"writing technical manual" Does anyone need a good technical writer?
I am an american living in Europe. I have serveral years experience with Software training, documentation and project management. My specialty lies in Remote Access (VPN), but I have managed standalone software development projects as well. I'm looking for a US based company that is flexable about me living abroad and working remotely. I particularly like writing user manuals and tech support documents. I am now using skype, so phone communication is no problem (except for the 6t hour time difference)
This is probably not the best place to look for a job.
How about posting your resume online, perhaps on a site such as http://www.monster.com/geo/siteselection.asp
We both know that a tech writer doesn't have to work onsite to do a good job. However, from my experience, companies usually prefer to have their tech writers right there in the office, available for meetings, etc.
how to write a annual report"how to write a annual report"
FINLAYS Colombo Annual Report a refreshing change
Finlays Colombo's 2009 Annual Report is a revelation. This is for many reasons. But what was more striking hence the decision to highlight is the usage of a snapshot of the company's key stakeholders.
Perhaps other companies in the past in their annual report may have featured their engagement with stakeholders but the manner in which Finlays Colombo 2009 Report had done it is exceptional, hence commendable.
Indeed, there is a deserving superimposition, especially one of a differently-abled worker and a recipient of the company's CSR initiative. Perhaps for the first time in an annual report, an ordinary shareholder also gets pride of place, added with a personally signed message. Indeed, all select persons picked to represent different stakeholders have an authentic message signed off.
Walking the talk The overall effort by Finlays Colombo is one that is akin to taking that extra step, adding true value and also walking the talk. The standard flashy images of Board of Directors has been relegated to later pages making room to highlight the more important and perhaps the real stakeholders of an organisation. The effort has certainly infused greater life and credibility to an Report.
Consider the message of the share holder: "As a shareholder of Finlays Colombo PLC, am pleased to pen a few lines for publication in the Company's Annual report. "As a member of an older generation, I place great value in such concepts as integrity, history, culture, experience, family, sustainable and responsible growth and so on, concepts which, I might add, are fast disappearing in cor porate Sri Lanka. Finlays possesses these attributes - and more!
"As an investor I look for a safe and reasonable return for my investment - a return based on responsibility by the company in the environment in which it does business. Finlays delivers on this expectation and has also evolved and changed to meet the challenges of the present, and future. The profile of the company today is materially different to what it was just 10 years ago. At its core, though, its ideals remain unchanged.
"I am secure in the knowledge that my investment is in a company of value - value in terms of return and in terms of responsibility and history. It is an investment which I can pass on to my family with some pride and which in turn, I have no doubt, they will value as well.
"I wish the company many more decades of successful business in Sri Lanka. With best wishes, Mr. Abhaya Wekunagoda Shareholder, Finlays Colombo PLC."
One may tempted to write off the shareholder comments as very complimentary but the idea of giving the due space in an annual report to a shareholder is indeed noteworthy. The placement of real stakeholders in relevant sections of the Finlays Colombo annual report to buttress the company's progress in the year makes greater relevance.
Flagging off the chapter on the company's community initiatives is a student from a school in Polwaththa. Her message read:
"I am Shanika. English is my favourite subject. I go to English class on Saturday. We have our class at community hall. I enjoy learning English in that class. The teacher is kind and helpful. He teaches us a lot in the class. I love to sing, play and learn English in my class with my friends. I want to become an English teacher one day. I am waiting for my English class on Saturday.
Shanika Maduwanthi G/Sri Buddhadaththa College Polwaththa."
The only excusable irritation perhaps is a shareholder or a stakeholder
having to turn too many pages to find out the bottom line of Finlays Colombo. Furthermore, the Review of the Finlays Colombo Chairman Kumar Jayasuriya in the form of an interview is not new as this format had been used in the past by other companies as well. Nevertheless, such format in the 2009 Annual Report ensures continuity of the differentiation as well as frank and true to life presentation format.
n an overall sense, Finlays 2009 Report is not cosmetic but a refreshing change that would win the praise of many.
Challenges and progress in 2009 Despite a challenging year, Finlays Colombo in 2009 had reported a net profit attributable to ordinary shareholders of Rs. 309.7 million higher in comparison to Rs. 216.3 million in the previous year. Group revenue was Rs. 4.5 billion, up from Rs. 4.2 billion a year earlier. Earnings per share had increased from Rs. 6.18 to Rs. 8.85 whilst dividend per share rose from Rs. 3 to Rs. 4.50.
n his response to the first question, "Could you comment on Finlays' overall performance during 2009? From a Group perspective, were the results above, below or in conformity with expectations?" Jayasuriya responds: "Overall we had a satisfactory year. All the financial indicators were favour able. Our profit before tax grew by 40%, free cash flow by 6% and our return on invested capital was 14.5%. Accordingly, we have distributed a dividend per share of Rs. 4.50. These numbers were better than we had budgeted, so it is true to say we performed better than expected. must, however add, in all fairness, that these results are buffered by the profits we earned in the first half of the year, when tea prices were low and the full impact of the recession had not hit the major markets in which we operate. Profitability in the second half is a more realistic indicator of our per formance; find it more satisfying that we were able to achieve our budgeted targets during this period as well."
The last question was: "Could you sum up Finlays' year in a sentence?" to which the Chairman responded as saying: "would say it was a year when our business model, strategy and man agement skills were stress-tested and found to be both relevant and robust. might however, add, that strategy and management are only part of the story. We could not have negotiated the year's challenges so successfully if not for our people, and would like to thank all our employees for their loyalty, dedication and teamwork. must also thank our customers for their continued patron age, regular feedback, and the spirit of cooperation and goodwill we have devel oped together these many years."
With regard to what the Board's expectations were in 2009 Jayasuriya said in addition to pursuing the agreed strategic direction in order to build a sustainable business for the future, the Board's expectations were that, during the year, the management team would effectively contain the impact of the risks and uncertainties of the global economic meltdown on our businesses, and in doing so, devise and implement
a robust response to the challenges we faced. These expectations were met.
Elaborating on the challenges the Chairman said being a conglomerate in a serious recession like the one the world has just faced, different business es are faced with different challenges. "Whatever the business, our underlying consideration is always to remain com petitive, while mitigating risk through a comprehensive risk management process.
"In Finlays' export businesses, credit and currency risks had to be managed daily. The company's manage ment chose to hold market share at the expense of margins, creating an impe tus to drive productivity.
"Understanding the predicament of customers and actively engaging them was the key; meanwhile, the manage ment continued to focus on delivering products and services of exceptional value. In the case of Finlays' local businesses, such as Environmental Services, Airline GSAand Agencies, which support Sri Lanka's export industries, similar pragmatism was needed.
"Internally, we needed to keep our employees informed and 'on side' about developments in the turbulent exter nal environment and the necessity of specific management actions taken in response to them also, to make them feel they could rely on the Group in dif ficult times," Jayasuriya said.
"I am happy to say that our employees appreciated our taking them into our confidence in this manner and the understanding, cooperation and com mitment we received in response was commendable. In addition, we strength ened systems, processes and the quality of management information," the Chairman added.
Leading property-insurance broker in Sri Lanka Capturing some of the noteworthy developments, Jayasuriya said in the tea export business, recessionary conditions in some of Finlays' markets, together with a more cautious approach to credit-risk management, meant that the total volume of exports declined marginally. However, Finlays was able to increase the proportion of value-added exports (exports in consumer packs of 1kg. and less) to 89 percent of the total. It was noted that low tea prices in the first four months of the year swelled our profits, but this did not last: from May onwards, tea prices rose to unprecedented levels, putting margins under severe pressure.
Another important factor was a company-wide initiative to manage working capital, partly by optimising inventories, receivables and payables and part ly through cost reductions and productivity improvements. This according to Jayasuriya had a very positive effect, "helping us maintain cash flows and shore up margins that would otherwise have been squeezed very thin".
"Finally, our diversified business portfolio helped provide a balance in revenue and profit streams so that, on an overall company basis, we were able to achieve growth in profitability," he pointed out.
To the question "Which individual businesses did best? What were the reasons?" the Finlays Chairman said the best performing businesses, in terms of growth of profits over previous year and against budget, were Tea Exports, Insurance Brokering and Temperature-Controlled Logistics.
"In insurance brokering, we expanded Finlays business portfolio by 93% by winning the accounts of several large Sri Lankan corporate and Maldivian resorts. While official figures have not yet been released, believe we are now the leading property-insurance broker in Lanka. This is a notable achievement and a tribute to the technical competence, professionalism and customer-orientation of our people," he said.
In Temperature-Controlled Logistics, Finlays maintained high levels of occupancy at its cold store and were successful in expanding the customer base. It also expanded the range of value-added services it provides.
Businesses which performed less than expected in 2009 Which businesses performed less than expected for Finlays in 2009? According to Jayasuriya, Environmental Services had a difficult year. Sanitact and Calmic brands, which cater mainly to the apparel sector, had a number of contracts terminated following the closure of factories in this sec tor. The impact on revenue was consid erable. However, several cost-reduction initiatives, as well as greater penetration into the corporate sector, helped to minimise the impact on profitability.
Finlays Import Agencies Division, which supplies tea bagging machines, spare parts and filter paper to teabag exporters, also had a difficult year, according to the Chairman. Shipments of teabags from Lanka recorded a drastic decline in 2009 as manufacturing shifted from to countries where the product is consumed. case in point is Russia, formerly the larg est destination for Lankan teabags, where imports sagged following the imposition of a higher import duty.
On a brighter note, Sterifirst, a hygienic medicalwaste service introduced in 2009, has been a great success. by the way, is the only Central Environmental Authority-licensed medical-waste disposal service operat ing in Sri Lanka. "All the leading private hospitals and medical institutions in the greater Colombo area have subscribed to the service and, with this level of success, am confident we will win contracts from State hospitals in the near future, significantly increasing our scale of operation," the Chairman added.
Referring to real milestones achieved in 2009, Jayasuriya said Finlays' ability to manage a range of businesses at a time of unprecedented economic meltdown, and still achieve the results reported, is something noteworthy.
"It certainly gives us confidence that we have the foundations on which to build a sustainable business going forward. The cost reductions and productivity improvements we achieved, as well as the solidity of our customer relations and the commitment of our people, show that even in adversity there is always a way to push out the boundaries. Complacency when times are less challenging is perhaps a worse enemy," emphasised Chairman Jayasuriya.
In 2009, Finlays provided assistance to internally-displaced people at the Sumathipuram and Weerapuram IDP centres. It undertook to help provide basic sanitary facilities and medical kits for these unfortunate people, a commitment which received spontaneous and generous support from our employees.
Their aggregate contribution was matched by the company; and thereafter, a larger contribution from the Swire Charitable Trust helped furnish around 3,000 children at the centres with schoolbooks and other education-related
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technical writing electronics"technical writing electronics" How would I write the "Activities" section in my resume , in a better way?
How would I enhance my activities section of my resume ? I am looking for a technical job So far I have
Activities Rockland Indo-American LIONS Club, Valley Cottage, NY - Promoted charity events and volunteered service NYIT Chronicles, Central Islip, NY - Contributing Writer, submitted original poetry to the college paper, NYIT Chronicles Hudson Valley Association Institute of Electrical and Electronics Engineers Society of Hispanic Professional Engineers
I am not hispanic , I put it there because I wanted to add one more engineering club..
I want to add /say something about these clubs that I am a part of , but I was never actively participating in anything they did ...So I have no idea what to write there..Also i dn't know what to tell if my employer asked me about these clubs..
What should I do , to make it sound a little better ?
Since activities implies involvement. If you where not involved, consider leaving the entire section out of your resume.
A future employer is not interested in fluff or filler, Try to view your resume, from the employer's perspective, if you were hiring what if anything in your activities would be of interest.
If I was an employer I would look at your activities and want to know what you accomplished. If I see a lot of activity and little accomplished, it likely you are not someone I want to hire.
Micro Motion 9739 MVD Electronics Module Installation Overview, Part 1
Increase your website traffic and sales with Technical Writing
Technical writing originated during the Renaissance period, mainly in Ancient Greece. But it became popular during the First World War when there was a huge demand for technology in the field of warfare. It was during this time that technology based weapons were being built. It was during this time that many other electronics were also manufactured and many aircrafts were also being developed. It was not until 1953that two companies were actually formed that took forward the practice of technical writing and improved on it. These companies were: the Society of Technical Writers, and the Association of Technical Writers and Editors. Finally, it was in 1957 that these two organizations decided to merge and thus, the Society of Technical Writers and Editors was formed. This organization is currently known as the Society for Technical Communication (STC).Next we come to the question: what is technical writing?
In the recent times Technical Writing has become very important in the fields of computer hardware and software, chemistry, the aerospace industry, robotics, finance, consumer electronics, and biotechnology. It is the method by which technical information on any topic is exchanged from one person to another. Technical writers base their articles on existing documentation and from subject matter experts. A subject matter expert (SME) is a person who is an expert on the topic that the writer is working on. It is not necessary that technical writers will be SMEs themselves. Technical writing is basically used for online help and user manuals; but there are many other areas where technical writing is required.
These areas include writing for product release notes, product troubleshooting guides, product user guides, tutorials, software installation guides, API programmers' guides, legal disclaimers, policies and procedures, business proposals, and white papers. This information can be put into free technical writing articles or whitepapers for maximum exposure. Hence, it is also known as technical communication. It is not necessary that this technical information be conveyed only to people related to the technical field. Therefore, technical writers should always keep in mind that their write-ups must be comprehensible to the people with non-technical backgrounds. Hence, technical writing must use explanatory yet simple language.
About the Author
Technical writing is basically a type of technical communication. It helps explain the working and operation of the product to the consumer. Free technical articles can be found in various article directories.
how to write a statistical report"how to write a statistical report"
The Impact of Practicing Autonomy on the Writing Proficiency of Iranian Intermediate EFL Learners
ABSTRACT
The present study examined the impact of practicing autonomy on the writing proficiency of Iranian intermediate EFL learners. To this end, Preliminary English Test (PET) by Thomas and Sharon (2006) was administered to 92 intermediate language learners as a pre-test. Accordingly, 60 homogeneous learners comprised the research sample. The participants were randomly divided into two similar groups, one as an autonomous group and the other as a non-autonomous group. Each group consisted of 30 learners. The autonomous group practiced autonomy in writing and the non-autonomous group followed a traditional approach to writing. Then, the participants were post-tested on writing. In order to compare the results of the treatment in the autonomous group with the non-autonomous group, t-test was used. The null hypothesis was rejected because the autonomous group outperformed the non-autonomous grou
Introduction
In the past, the Grammar Translation Method was so prominent in language teaching and learning. Under the influence of this method, teachers had a lot of responsibilities in language teaching. They had the main roles in the classrooms and learners were obedient to their authorities. They did whatever teachers asked them to do. Teachers were providers of knowledge and learners were receivers. Learners had passive roles, were completely dependent on their teachers in the process of language learning and lacked initiative. Classrooms were product-oriented and teacher-centered. Learning was really boring in such classes.
According to WU Li-li (2008), at the present time, with the language teaching being more and more communication oriented, the traditional classroom teaching is encountering a great challenge and is being substituted by the learner-centered one. The learner-centered approach in EFL has generated the concept of learner autonomy in EFL. Holec (1981, as cited in WU Li-li, 2008, p. 43), one of the earliest supporters of autonomy in language teaching, has described it as the "ability to take care of one's learning". Although different scholars express their dissimilar understanding of the expression, the common agreement on its importance looks extensively admitted. A common argument for justifying learner autonomy both in general education and language learning is that autonomous learners become highly motivated and the autonomy leads to better and more effective work. That is, an extremely motivated learner is more initiative and creative in learning; consequently, they will make the classroom instruction more useful.
It is obvious that for learners, writing is a means of recording and reformulating knowledge and developing ideas. It may also be a means of personal discovery, of creating, and of self-expression.Wade (1995, as cited in Al-Hazmi, 2006) persuasively states that writing is an essential ingredient in critical thinking instruction, since it promotes greater self-reflection and the taking of broader perspectives than does oral expression. Suitable written assignments, she believes, can stimulate classroom writers to enhance their active learning spontaneously. Writing, especially the process approach, is, by nature, a self-critical one. It lends itself to the kind of introspection that would prompt students to reflect on their understanding, and to communicate their feelings about what they know, what they are doing, what they are struggling with, and how they are experiencing their learning (cf. White and McGovern, 1994).
Writing
According to Brown (2001), trends in the teaching of writing in ESL and other foreign languages have, not astonishingly, coincided with those of other skills. As communicative language teaching collected impetus in the 1980s, teachers learned more and more about how to teach fluency, not just accuracy, how to employ authentic texts and contexts in the classroom, how to center on the aims of linguistic communication, and how to take advantage of learners' intrinsic motives to learn. Those same trends and main beliefs that undergirded them also applied to advances in the teaching of writing in second language contexts.
According to Al-Hazmi (2006), research into EFL writing methodology since the 1980's has overpoweringly supported the process approach to writing. As Asiri (2003, cited in Al-Hazmi, 2006, p. 37) states:
modern methodologies of teaching writing in the English
as a second language (ESL) classroom emphasize co-
operative learning between teachers and learners,
and emphasize that learners should be given more
opportunities to think critically, to initiate learning,
and to express themselves.
Autonomy
According to Lavasani (2008), second language acquisition antedates institutionalized education by a lot of centuries and even in the contemporary world millions of people carry on to learn second and foreign languages without the advantage of official training. Though there is a great deal that we can learn from their attempts, the theory of autonomy in language learning is fundamentally involved with the systematizing of institutionalized learning. As such, it has a history of about three decades.
According to Benson & Voller (1997, as cited in Naizhao and Yanling 2008, p. 6), the term autonomy has come to be used in at least five ways:
•Situations in which learners study entirely on their own;
•A set of skills which can be learned and applied in self-directed learning;
•An inborn capacity which is suppressed by institutional education;
•The exercise of learners' responsibility for their own learning;
•The right of learners to determine the direction of their own learning.
However, no study has yet been conducted on the effect of practicing autonomy on the writing ability of language learners. Therefore, the present study tried to find out the impact of practicing autonomy on the writing proficiency of Iranian intermediate EFL learners. To achieve the aim of the study the following research question was formulated:
Does practicing autonomy have any effects on the writing proficiency of Iranian intermediate EFL learners?
Method
Participants
Ninety- two female intermediate learners, who were studying English in a language institute in Shiraz, were selected through convenient sampling. In order to homogenize the participants, the writing section of the Preliminary English Test (PET) by Thomas and Sharon (2006), was administered to all the 92 intermediate language learners as a pre-test and merely those students whose scores were one standard deviation above and below the mean of the normal distribution curve were chosen for the study. Accordingly, 60 learners constituted the participants in the research. Later, the participants were randomly divided into two similar groups, one as an autonomous group and the other as a non-autonomous group. Each group contained 30 learners.
Instrumentation
The writing section of the PET, the writing rating scale and some writing tasks were used in this study, which are described below.
The Writing Section of the Preliminary English Test (PET)
Two writing tests, with similar structure, were conducted to both groups (autonomous and non-autonomous). One of the writing tests was employed to homogenize the participants and also as a pre-test to see how the participants performed at the beginning of the study to be compared to their performance at the end. The second writing test was administered as a post-test to test the null hypothesis of the study. The elicitation techniques accepted for the writing tests were a combination of writing notes, e-mails, responding to an invitation, a letter and story writing. The two writing tests were selected from the writing section of Preliminary English Test (PET) by Thomas and Sharon (2006). Each of them contained 15 items. The participants had one hour and thirty minutes to write each of the writing tests.
The Writing Rating Scale
In order to rate the two writing tests (pre-test and post-test) objectively, a rating scale had to be employed. The "Writing Scoring Profile" ( Khabiri, 2003), was used. This writing scale is divided into five parts, each of which is concerned with one of the significant components of writing ability, namely content, rhetorical features, cohesion, adequacy of vocabulary for purpose, sentence structure, and mechanical accuracy. According to this rating scale, all of the components received a rate from 0 to 3, except for cohesion and mechanical accuracy which received a rate ranging from 0 to 1.
Procedure
Initially, 92 female intermediate learners, who were studying English in a language institute in Shiraz, were selected through convenient sampling. The writing section of the PET was administered as a pre-test to see how they performed at the beginning of the study to be compared to their performance at the end. The learners had to write a few notes, e-mails, a story and a letter. In order to homogenize the participants, only 60 learners whose scores were one standard deviation above and below the mean of the normal distribution curve were chosen.
Next, the learners were randomly divided into two similar groups, one as an autonomous group and the other as a non-autonomous group. Each group contained 30 learners. Before starting the treatment the researcher checked the normality of the pretest to see whether the samples were normally distributed at each group or not. As the sample in the pretest was not normal, the parametric tests were not appropriate and the researcher used the non-parametric alternative to the t-test which was Mann-whitney. The writing rating scale taken from the "Writing Scoring Profile" (Khabiri, 2003) was used to rate participants' writings objectively. An experienced language teacher with an MA degree in language teaching co-operated with the researcher. Consequently, two ratings were provided for each participant by the researcher and researcher's colleague. The average score of these two ratings was the final score of each learner. In order to understand whether the ratings allocated by the two raters were consistent or not, a correlation was run between the two raters. Inter- rater reliability was also computed. In this way, the two raters could be certain about their interpretation of the writing scale.
Then, both groups were given the treatment. Some writing tasks were used. Both the autonomous and non-autonomous groups started an English course which lasted for ten weeks (one hour and a half a day, two days a week). Some writing tasks such as writing a composition, picture story writing, describing a view and reporting a book were given to both groups. The autonomous group, which consisted of thirty students, was divided into six groups. Each group contained five students. They worked together in their groups and decided on their favorite subjects, pictures, views and books to write about. The time allotted for this activity was fifteen minutes. The students were assigned thirty minutes to do their writing assignment. They went over the contents of their writing to check the vocabulary and grammatical items. If they had any problems, they would solve them themselves. This activity increased collaborative learning which promoted autonomy. Then, they were assigned five minutes to evaluate and assess their own writing by working cooperatively. To have the peer-correction, the last ten minutes, the paper of each group was distributed randomly among all the six groups. In this way, the teacher felt sure that the learners experienced the sense of autonomy and independence in the groups. At the end of each session, to check each individual's work, the teacher collected all the papers and corrected them, herself.
For the non-autonomous group, which consisted of thirty students, all the mentioned writing tasks were taught. They followed a traditional approach to writing and they did the tasks individually not in groups. The learners were not allowed to choose the topics of the compositions, favorite pictures, views and books to write about. This activity was done by the teacher. Each learner wrote her own writing. If they had any problems, the teacher solved them. The students were supposed to finish the writing tasks in the period of one hour and a half. Error correction was again done by the teacher and an experienced language teacher with an MA degree in language teaching co-operated with the researcher. Consequently, two ratings were provided for each participant by the researcher and researcher's colleague. The average score of these two ratings was the final score of each learner. In order to understand whether the ratings allocated by the two raters were consistent or not, a correlation was run between the two raters. Inter- rater reliability was also computed. In this way, the two raters could be certain about their interpretation of the writing scale. The tasks which were used in this study were: writing a composition, picture-story writing, describing a view and reporting a book presented in the following sections.
Writing a composition
According to Lavasani (2008), the advantages of this task, the way it was taught to the autonomous group (as described earlier) would be:
increasing the level of motivation and confidence
evaluating and assessing their own writing
practicing learners' independence of the instructor
increasing collaborative learning (working together to create a product)
improving writing proficiency of learners
On the other hand, the non-autonomous group would neither work together nor had any choices of selecting the topic of their compositions. They wrote compositions about the topic which was chosen by the researcher. If they had problems, they received help.
Picture story writing
According to Lavasani (2008), the advantages of this task, the way it was taught to the autonomous group (as described earlier) would be:
stopping learners being afraid of criticism or of exposing themselves
increasing learners' pace of fluency in writing
taking charge of their own learning
encouraging the chance of working together which would promote autonomy
promoting the sense of creation in learners by setting up their own goals and plans for self-directed learning
Unlike the autonomous group, the non-autonomous group did not have any choices of selecting pictures. They wrote stories about the pictures that they had been given. They did not work in pairs or groups. Each learner wrote one story independently. The task was completely managed by the researcher to make sure that the element of autonomy was absent. In this task, the stories were corrected after the learners had finished them.
Describing a view
According to Lavasani (2008), the advantages of this task, the way it was taught to the autonomous group (as described earlier) would be:
· increasing learners' involvement in their learning process
· providing chance for the learners to work cooperatively
· practicing depending on themselves and creating different materials
· creating an opportunity for all the learners to improve their writing ability.
· promoting learners' transcendence so they would move beyond classroom and set for their independent learning
On the other hand, in the non-autonomous group they did not have the chance of selecting their favorite views. A view was selected by the researcher and each person was asked to write about it independently.
Reporting a book
According to Lavasani (2008), the advantages of this task, the way it was taught to the autonomous group (as described earlier) would be:
• increasing learners' awareness about learning strategies and objectives
• providing chances for all the learners for being involved in learning
• practicing being independent of their instructor and at the same time improving self -confidence
Unlike the autonomous group, the non-autonomous group did not have the chance of selecting their favorite books. One book which they had recently read was selected for them. She asked them to write the book reports individually. If they had any problems in writing them, they received help. In this way, the task would be done in the absence of autonomy.
Subsequent to the completion of the treatment, another writing test as a post- test with the same structure of the pre-test (a combination of writing notes or e-mails, responding to an invitation and a letter or story writing) was conducted to both groups.
Results
Prior to discussing the results, it should be noted that the design of this study was experimental with a pre-test, the treatment for the autonomous (experimental) group which was the writing tasks. They were taught and practiced to them in order to enable them to take charge of their own learning and at the same time develop their autonomy. However, the non-autonomous (control) group practiced the tasks in the traditional way, without learner autonomy. It had also a post-test. The effects of independent variable (practicing autonomy) on the dependent variable (writing proficiency) were tested by the researcher.
Inter-rater consistency for the Pre-test
To check the reliability of the writing section of PET which was used as a pre-test, the researcher calculated the correlation between the two raters.
Table 1. Inter-rater consistency of the pre-test.
Correlation
RATER2
RATER1
Pearson Correlation
.900(**)
.900(**)
Sig. (2-tailed)
.
.000
N
92
92
As the table shows, the correlation between the two ratings came out to be statistically significant at the 0.01 level of significant (r= 0.90); and when put in the formula given by Henning (1987, p.83), the inter-rater reliability (rtt) was found to be 0.94.
Inter-rater consistency for the Post-test
To check the reliability of the writing section of PET which was used as a post-test, the researcher calculated the correlation between the two raters.
Table 2. Inter-rater Consistency for the Post-test
Correlation
Rater2
Rater1
Pearson Correlation
.951(**)
.951(**)
Sig. (2-tailed)
.
.000
N
60
60
As the table shows, the correlation between the two ratings came out to be statistically significant at the 0.01 level of significance (r = 0.95) and when put in the formula given by Henning (1987, p.83), the inter-rater reliability (rtt) was found to be 0.97.
Homogenizing the participants
Table 3. Descriptive Statistics of PET
Regarding the results, the mean of the scores for 92 participants came out to be 4.44 and the standard deviation came out to be 2.007. So, to homogenize the participants those whose scores fell one standard deviation above and below the mean (i.e., between 6.451 and 2.437) out of 10, participated in the study. This resulted in 60 participants who were divided into two groups of autonomous and non-autonomous.
Normality of the Pretest
Table 4. Normality of the Pretest
Tests of Normality
Kolmogorov-Smirnova
Shapiro-Wilk
Statistic
df
Sig.
Statistic
df
Sig.
pretest
.114
60
.049
.944
60
.008
Before starting the treatment, the researcher checked the normality of the pretest to see whether the samples were normally distributed at each group or not. According to the table, the results were not statistically significant at the 0.05 level (df = 60 p= 0.008<0.05). As the sample in the pretest was not normal, the parametric tests were not appropriate and the researcher used the non-parametric alternative to the t-test which was Mann-whitney.
Mann-whitney
Table 5. Mann -Whitney
According to the table, the results were not statistically significant at the 0.05 level (p= 0.9>0.05). So, there was not a significant difference between the autonomous and non-autonomous groups.
Normality of the Post-test
Table 6. Normality of the Post-test
Kolmogorov-Smirnova
Shapiro-Wilk
Statistic
df
Sig.
Statistic
df
Sig.
total posttest
.082
60
.200*
.981
58
.473
Before running the t-test, the researcher checked the normality of the post-test to see whether the samples were normally distributed at each group or not. According to the table, the results were statistically significant at the 0.05 level (df = 60 p= 0.473>0.05). As the sample in the post-test was normal, the researcher used t-test.
Independent t-test of the Post-test
Table 7.Independent t-test of the Post-test
According to table, the results of the t- test indicated that at the 0.05 level of significance there was a significant difference between the mean rank of the non-autonomous group and that of the autonomous group on the writing post-test ( N1= 30, N2= 30, P=.000 < 0.05). In other words, the writing proficiency of the non-autonomous and autonomous groups differed significantly at the end of the treatment period, (i.e., mean rank of non-autonomous group= 4.00 and mean rank of autonomous group= 6.10).
Conclusion
There has recently been a proliferation of studies investigating the impact of autonomy on different fields and language skills (see for example, Murry, 1999; Thang, 2001, 2003&2005; Lavasani 2008).
In this study, the impact of practicing autonomy on the writing ability was investigated. The result indicated that practicing autonomy had a significant impact on the writing achievement of the EFL subjects at the intermediate level of language proficiency. The autonomous group outperformed the non-autonomous group.
The result of this study is in accordance with the view that developing some degree of autonomy is essential if learners are to become effective language users (cited in Littlewood, 1996; Nunan, 1995; Breen, 1984). Knowles (1975, as cited in Naizhao & Yanling 2008, p. 13) has stated this point expressively:
"There is convincing evidence that people who take the initiative in learning, learn more things and learn better than do people who sit at the feet of teachers, passively waiting to be taught". However, these findings, of course, were related to the population that the researcher had experimented with, which may not be generalizable to other participants elsewhere.
References
Al-Hazmi, S. (2006). Writing and reflection: Perceptions of Arab EFL learners.S System, 40, 170-193.
Asiri,I.M. (1996). University EFL teachers'written feedback on compositions
and students'reactions. Unpublished Ph.D. thesis. University of Essex.
Benson, P. (1997). The philosophy and politics of learner autonomy. In P.
Benson & P. Voller (Eds.) Autonomy and independence in language
learning. London: Longman.
Breen, M.P.(1984). 'Process syllabuses for the language classroom'. In C.
Brown, H.D. (1993). TESOL at twenty-five: What are the issues? In
Silberstein, S. (ed.) State of the Art TESOL essays: Celebrating 25
years of the discipline .TESOL Inc.
Brown, H.D. (2001).Teaching by principles: An interactive approach to
language pedagogy, second edition. NY: Pearson Education.
Hening, G. (1987). A guide to language testing: development. Evaluation.
research. Newburry house publishers, Cambridge.
Holec , H. (1981). Autonomy in foreign language learning. Oxford:
Pergman.
Khabiri, M. (2003). A study on the validity of the English proficiency test of pos postgraduate TEFL admission examination: A proposal for an LSP testing testing model .Published Ph.D. Dissertation. Islamic Azad University,
Science and Research Campus.
Knowles, M.(1975). Self-directed learning: A guide for learners and teachers. T teachers. New York: Cambridge, the Adult Education Company.
Lavasani, M . (2008). The impact of autonomy on the oral proficiency of ranian I Iranian Intermediate EFL learners. Unpublished M.A. thesis, Islamic Azad
University, Central Branch, Tehran.
Littlewood, W.(1996) .Autonomy: An anatomy and a framework. C System, 24, 427- 435.
Murray, G.(1999). The effect of autonomy, technology, and language- learning in in an ESL immersion program. Retrieved May 17, 2010, from http: http://www.tc.columbia.edu/tesol/webjournal/
Naizhao, G. & Yaling, Z. (2008). An empirical investigation of learner bnn a autonomy in some EFL classes in China.Shanxi University ofFFinance a and Economics, 4, 6-14.
Nunan, D. (1995). Designing and adapting materials to encourage learner
Au autonomy. London: Longman.
Thang, S.( 2001 ).Investigating readiness for autonomy: A comparison of
ala Malaysian ESL undergraduates of three public universities.
Hong Kong: Oxford University Press.
Thomas, B. & Sharon, A. (2006). Preliminary English Test(PET). London: Lon L Longman Group UK Limitted .
Wade, C. (1995). Using writing to develop and assess critical thinking. Aching Teaching of Psychology, 22, 24-28.
White, R. and McGovern, D. (1994). Writing: a student's book. English for Academic Academic Study Series. Hemel Hempstead (Hertfordshire): Prentice P Prentice Hall Europe.
WU Li-li. (2008).On cultivation of learner autonomy in EFL classroom. Hong Kong: Oxford University Press.
About the Author
IM Report Card- Make $10 an hour online (no surveys)
how to write a statistical report how to write a statistical report how to write a statistical report
how to write a bug report"how to write a bug report"
How To Write Good Test Cases And Bug Reports
Creating an effective software is the work of an expert. But after days of hard work there might be some problematic areas in a software. If light is thrown upon these areas on time, then the software can be made more user friendly and effective. There lies the importance of writing effective software testing cases and bug reports. As per some experts, such reporting can correct an error before it is known, thus, helping the company to profit more from the software. This is the reason why most of the programmers take the help of software testing companies to get to the point product testing report.
As it is known by now that test cases and bug reports are of utmost importance to programmers so let us take a step further and try to learn the tricks of writing such reports.
Test Cases – It is a report that describes the various aspects of a software – its inputs, actions and any problems with response. This report helps programmers to determine whether all the features in a software are working properly or not. Test cases also bring in some sort of standardization to the testing procedure.
There are various levels of test cases written by the software testing companies.
1) The first level of test cases comprise writing basic test cases that can be compiled from the given specifications and documents.
2) In the second level, the writer should try to write about the functionalities of a given application. This is more of a practical stage.
3) The third level involves compiling many test cases to write the test procedure. A maximum of 10 test cases may be taken to make a test procedure.
4) The fourth level strives to make the system automated so that the testers need less time in future while testing any application.
While writing test cases for an application make sure that it covers key areas such as functionality, negatives and boundary values. The cases should be written in easy to understand language and expressions and should be to-the-point.
Bug Reports – Bugs can be quite a distraction for any application. A bug report from a software testing service makes sure that the chances of removing bugs from the application are higher. If a report does not contain information about a bug found then it is likely that the programmer will ignore it. This will hamper the application in the long run.
An effective bug report should address the following key points:
1) Give a number to each bug. This will help to recognize the bug easily and will allow you to use the automated bug-reporting tool that will show the bug number each time you specify it.
2) Mention the steps on how to reproduce the bug. Skipping any step will lead to problems.
3) Use minimum words to state the problem and its solution (if you have it). Do not be too descriptive and combine many problems at a time.
With a properly documented test case or bug report you are sure to get good value for your hard work. It is also very important to opt for reliable and well-established software testing services.
About the Author
QA InfoTech is a professional Quality Assurance and Software Testing service provider with qualified Testing Experts who are committed to provide creative QA / Testing solutions to challenging technical projects.
Write activity bug report
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technical author"technical author" Should I mention that I was responsible for technical help in major publication in my resume?
Though I have not authored any scientific publications, my name has been mentioned in providing technical help to the studies. Should I mention this is my resume or it this too minor? I'm in the process of rewriting my resume and am trying to take a totally different approach. Need help... Technical meaning actually ran experiments and obtained data
If it's something you really did, then of course mention it. Don't overstate it -- you weren't the author. But maybe something like:
Provided technical computer assistance for the following studies:
(I presume when you say 'technical' you mean computer. If not, then replace 'computer' with whatever kind of technical assistance you provided. Don't assume people will know.)
You will get alot of information about how to use ebooks and articles for making the customers visit your website and make a purchase from you. You can also go for the e-courses that will help you understand the different techniques through which you can attract the potential customers to your website. However, there are no much available information about the creation and use of the internet marketing report.
Internet marketing report can be defined as a great tool, which can be used in a number of ways. This report is search engine optimized one on the target market. The most important benefit of these reports is that it is not as lengthy as the ebooks. However, it will contain all the required information about the target market and it will be written more formally than the articles.
An average length of an internet marketing report is 5 to 30 pages whereas the average length of an ebook is more than 40 pages. The ebooks will have many features that are not offered in reports including graphics and worksheets. Reports are informative and simple and are normally offered for free.
You can make a report by simply writing a report on any topic in the target market and formatting it in the same way as you format a normal report. You must then save the file in PDF format. This is the ultimate form of your report. The use of this report can be done in many different ways.
One among the best ways to use this report is by offering it to the buyers of your products or services as a bonus. This can also add to the value of your product or service. If you are offering this report in the form of a bonus along with an ebook, the information in the report should not be same as that of the ebook. The reports having information that is complementary to the information offered in the book is normally used as a bonus for ebooks. These are the different ways in which an internet marketing report can be used.
About the Author
For more resell rights products, ebooks and videos, visit: www.moremonthly.com
Civil Engineer Career Information : Civil Engineer Career Information
When writing essays, you might have to have them in a certain amount of time. When you essay write, you need to keep a few things in mind. Here we will discuss some of those things so that when you remember them, you will be writing each and ever essay better and faster. Let's get started.
First of all, when you are writing these things, you need to have you topic in mind. When you have this you can start thinking about the flow of your essay. The flow is very important. If it's choppy, someone will think that you did a rush job. There are many uses for an essay and since essays are used for a number of things, you want to ensure that when you essay write, you are taking your time and getting your point across so that you can what you are writing such as a scholarship or a good grade.
Many people skip the next step when writing essays. The next step should be outlining. This is where you set up the flow of you essay. When you do this, you might have to do some research to get the information you need. However, by having it set up on paper, you can ensure yourself that you keep on track.
A basic composition of an essay starts with a thesis. This is basically a statement which you then elaborate on. Once you have your thesis, you will start with the introduction which you want to be eye opening. Then you have the body, this is the main section where you give your points and support your points. Then you have your conclusion that wraps everything up.
The main thing to remember is that your essay has to be error proof. So, when you type it up, let someone read it. Their eyes will see more mistakes than you can as you wrote it, you think you might be doing something right. Then, you also want to make sure that you use spelling and grammar check, but since it's a computer, this is he reason you want someone else to check it over for you. When you are writing one of these by a deadline, set deadlines for each section such as the intro and conclusion to know your allotted time. Then you can have it done in time.
About the Author
Myself webmaster of Essay Emperor http://www.essayemperor.com/ that provides elite academic essay writing, dissertation writing, custom writing services, essay writers and English essay writing at competitive rates. Whether you need editing, research, consulting or custom essay writing, Essay Emperor can help.
how to write a review report"how to write a review report"
Proofread And Correct Your Writing - Quick Review !
Maybe you struggle with writing or maybe you're comfortable with it, but either way, a proofreading and correction tool can be a convenience you really need to look into. Consider all that has been written throughout history - writing is and will remain one of the most crucial and lasting methods we use to communicate. Take a moment to peruse the information that follows to ensure success in your upcoming assignments.
Are you one of the many who struggle to produce written work without grammar problems and with real panache? During a web search for some type of program to better my english language skills, i read a brief report that gave me hope. Fortunately, a panel of specialized software engineers wrote a code which can break down and reassemble anything you write, in a similar way that our brain works. With this system, you can nip spelling and grammar problems in the bud and avoid embarrassing grammar errors, for example. Think of how you'd feel discovering a preventable (if you'd been careful) mistake as you're handing your Cover letter to a possible future boss.
Have we found the answer to all of our nagging english language questions? Technology can't be the answer to everything, but the impact in many areas is amazing. One benefit is that this helpful tool gives you the power to vastly improve whatever you write with fitting and proper vocabulary and grammar. Deciding that a personal examination was called for, i checked it out; It's clear to me that it would be of great benefit to those raised in english-speaking homes in addition to learners of english as a second language. To make it even better, this utility makes all your written english work not just painless - you will likely even find it fun.
Naturally, the job of coming up with a utility like this is a huge undertaking - this is the reason that a web search for a proofreading and correction tool won't provide a lot of options in this area. Stringing words together creatively is your key to vital and effective communication, thus it's crucial that you keep it to the best of your ability. With the rapid increase in technological advances, I wonder where it will take this the field of artificial intelligence in five or ten years. Users can take advantage of this right away, as it's there on the internet, ready and willing to help, so take the opportunity to start using it. There's an additional benefit: if there are any students in your family, you'll no doubt discover that this will aid them to enhance their english abilities - now and in the future.
Technological solutions such as "Improving Writing Skills" Program can make life easier mostly for those who spend much of their time writing emails, articles and other digital documents. Due to the fact that most communication today is done by writing, we easily notice the increasing use of advanced language writing, editing and processing tools. Let's take a look and see how recent technological improvements can help us on improving our writing skills.
Some background
"Improving Writing Skills" Program is an advanced artificial-intelligence technology that can automatically identify writing problems such as grammar and punctuation and offer proper corrections. How can it correct your grammar? The idea is comparing your sentences with their own 'proper' sentences variations analyzed by a sophisticated algorithm. In most cases these solutions enables us to do the following: grammar check, misspelling and typos correction, and suggesting proper punctuation.
What is in it for us?
This technology quickly brings immediate and clear benefits:
* Improving our inter-personal communication skills. * Helping us to better achieve our writing goals. * Saves us time spent on grammar guides. * Saving on proofreading and editing costs such as hiring proofreading services or professional editors. * Improving the image we want to project through our writing.
There are probably many other benefits that are not covered here, as this webmarketing assistance tool constantly changes, bringing us new ideas and additional solutions that help us on improving our English writing.
Final words
"Improving Writing Skills" Program is undoubtedly essential for an effective written communication. This technology not only helps us on improving our writing skills, but transforming our writing assignments interesting and enjoyable. We can only expect this technology to further develop itself, simply because writing is one of the most important tools that help us fulfill our daily assignments.
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Watch how an advanced "Improving Writing Skills" Program analyzes text and learn more about innovative technologies that can help you transform your English writing correct, professional and creative.
how write a report"how write a report" How to make My sims Write a report for the police on sims 3?
Hi I just got The Sims 3 and I got one of my Sims to be a police department and now he has to write reports. I went on the computer but nothing came up about writing a report. How do i write one
I find it easiest to go out at night and rummage through people's trash. At night, no one will see you and you can get away with it, as to the day you can be easily caught. This can cause possible fights and ruin relationships. Also, you can interview people but the thing about this is that you have to have a close enough relationship with them before they will allow you to interview them. You cannot interview someone who lives in your household though. If you don't have a close enough relationship with the person you are trying to interview, they will walk away and the relationship can become even lower.
As soon as you conduct an interview or find valuable material about a sim in the trash, you can go to your computer and a icon will pop up saying to write a report. Enjoy!
How to write a SA-MP Law Enforcement Report for Dummies.
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I have to write a technical document for school. (Go to bottom for example of a technical document) Does anyone have any ideas on what to write it about? Thanks so much! ♥
Here's an example of a technical document: How to prepare cereal: 1. Choose cereal 2. Get bowl 3. Pour cereal in bowl 4. Get milk 5. Pour milk into bowl 6. Get spoon 7. Put spoon in cereal 8. Put cereal box away 9. Put milk away 10. Enjoy cereal
OMG! I remember wrighting this! Its so wierd I really do! anyway I wrote mine on packing a lunch, it was pretty easy but apparently according to Jennifer I did it all wrong! But according to dad I did it right!! sooo yeah... whens it due? next time you come over I will show you mine! I still have it on my computer! I will show you :)
Clear ideas, and the capacity to arrange your thoughts in a logical manner, are necessary to produce a well-constructed final document. Improve the layout and turn of phrase. Add some graphics to make it attention grabbing, refine the writing a bit, and you’re done.
Report Layout
Written reports are used for numerous purposes. From a simple sales visit report to a detailed business plan, a proposal or submission to get approval for a major item of capital expenditure, together with a variety of academic papers. There is a basic structure common to all reports, which may vary slightly, according to established practices in different organisations. It is this structure that is so often ignored.
1. Title : This is the first thing that catches the eye in a report. Conventionally, an individual page is dedicated to the title.
2. The Table of Contents : This must contain a list of the report sections / headings.
3. Abstract : Gives a brief synopsis, usually in less than 200 words, covering the dilemma or topics involved, how they have been dealt with, the results and their consequences to the business.
4. Introduction : Contains the purpose of the report, concisely outlining the outcome and actions to be taken.
5. The Main Body : This is generally composed of a number of sub-sections. The different elements of the narrative must be organised and arranged in a logical sequence, describing the research methods, results, analysis and conclusions drawn. Using headings and subheadings to make the report more attention grabbing and understandable. The audience can navigate to the subject or subdivision that specifically interests them, and thus absorb the information effectively. If the sections of your report are discrete, it may prove necessary to include some form of related narrative at the beginning of each section.
6. Conclusion and Recommendations : This section should discuss the significance of your findings, sum up the possible courses of action and outcomes. It should indicate any conclusions, with supporting justification. The probable influence of any alterations should also be included. Make your suggestions in a logical, considered and dispassionate manner, along with an explanation.
7. Appendices :Include technical details in this section, as it is likely to be only read by specialists. If a technical issue supports your argument, include it in the body of the report; otherwise, insert it in the appendices and make reference to it in the test.
Conclusion
Professional writing is an acquired skill. It has to be developed with persistence and determination. Taking into consideration how practical and important the ability of writing professionally can be, in the academic or business environment, it is worth making some effort to refine your writing aptitude. Crucially, the talent of thinking and writing in a logical manner is fundamental to the production of a successful report.
About the Author
Alicia Taylor is a freelance researcher and writer specialising in consumer, finance and business subjects.
For further information and a definition of report writing see dictionary.co.uk, the People’s Dictionary which aims to track the change in the English language – and allows you to to be part of it. Dictionary.co.uk is owned by ValueClick, one of the world`s largest online marketing firms.
Vassili Zaitsev tells about famous sniper duel
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Have you ever questioned your spelling, grammar, or writing ability? then an easy writing checker can be a convenience you ought to think about. There's no question that putting thoughts into words is likely the most meaningful of all forms of communication. I'm quite sure that the information below is going to reach its goal of fascinate you.
Isn't it your desire to have the skills to write english free of faults and blunders, and worthy of reading? It is my pleasure to report that there has been some important developments in all elements of the topic of the writing process. After much research and work, some respected developers came up with a program which can reproduce english words, phrases and sentences, by using very sophisticated algorithms. Take a moment to visualize a program which calls your attention to your mistakes in grammar and spelling instantly and effortlessly. Visualize your reaction upon noticing a glaring english error at the moment you're emailing your Thesis to the department head.
Is one tool capable of solving all our english writing woes? Perhaps we shouldn't throw away our grammar books, but the impact in many areas is amazing. Through the use of these applications, you'll be able to get your point across more clearly, particularly if the english language has always been difficult. Are you wondering who can best use this solution? Students, professionals, trades people… everyone needs to write correctly. It seems like with today's modern know-how, whatever goals we set for ourselves are in the realm of possibility.
Do you think that an easy writing checker make it possible to transform our writing habits and the distinctiveness of our creations? So far, the odds are in its favor. Professional english writing checkers allow us to gain a new sense of our own abilities, of great importance in critical writing assignments. As far as i found out, this tool has been used by many thousands of users around the world. Thank you for your time - i hope you found this article interesting and helpful while looking for the best ways to improve your writing skills. With the internet at our fingertips, we have access to many surprises and creative ideas, this utility is surely one of the most interesting.
