Challenges of Scholarly Writing Essay Example

Challenges of Scholarly Writing Essay Example Challenges of Scholarly Writing Essay Challenges of Scholarly Writing Essay Writing is a means of expressing oneself through words and even a method of sharing information about different fields of study. Many have enjoyed and appreciated various forms literature that have transformed readers to another place or make them feel that they are someone else. The benefits of writing are endless. More so, it has become an integral part of a persons life and an inevitable component of the society. For without it, the world today would be bland and monotonous.Since we were toddlers we were trained to read and write so that in our adult years, we will be equipped with a tool that can advance our status in the society which can either be for personal or professional purposes. For me, writing has been an arduous but rewarding part of my life. At first, I was a little apprehensive about writing because it requires the writer to know a lot about sentence constructions, proper usage of punctuations and others. It seemed that writing was a tedious task that demanded time a nd effort in order to produce high-quality outputs. But after numerous writing exercises and trials, I was able to get used to with the rules and guidelines involved in writing. Because of this, I was able to be exposed to various forms of writing such as creative, technical and scholarly writing. Among the three, creative writing is the easiest and most enjoyable because it gives freedom to the writer to write about anything under the sun. It is like typing on the keyboard or scribbling on a piece paper everything that pops in your head. Meanwhile, technical writing demands technical knowledge about a certain subject which makes it harder than creative and scholarly writing. However, scholarly writing is a different story because it is arduous to write but the end results are beneficial and helpful particularly to the academe.During my days as a student, I was bombarded with a lot of scholarly papers which helped us to learn more about the courses that we took in college. There wer e days that ideas just came flowing in your mind that helped me finished my research or writing papers in a short amount of time. But there are also moments when you can not seem to extract any good thoughts from your brain even if you spend hours and hours researching, reading and brainstorming. This type of incident is famously known as writer’s block wherein the writer experiences a short-term inability to start or continue the writing process which is frequently caused by the lack of drive and creativity. Also, another writing obstacle is the generation of ideas or thoughts. The most difficult part of writing is the beginning and the conclusion phase. As a writer, I found it hard to organize and develop properly my views and perceptions about a certain subject matter. Even though there is a lot of information, sometimes it is difficult to synthesize all of them to make coherent and logical paragraphs. Aside from this, writers particularly students also go through many obs tacles in scholarly writing such as poor structure of writing composition, incorrect usage of grammar and words, citations and plagiarism.When these factors remained unnoticed, the likelihood of generating a solid writing material would be impossible. The key to producing a well-structured scholarly paper is that the thesis statement must be direct and concise. Also, it should be supported by strong arguments at the body of the paper and followed by a conclusion that summarizes the main points and answers the thesis statement. More so, grammar and language used should be appropriate to the topic to make the paper credible and smooth-flowing. However, the most important factor to consider in writing is using proper citations to avoid plagiarism. In writing, it is inevitable to borrow ideas from other writers or previous studies. In order to avoid committing a professional misconduct, writers should cite all sources that they have used in their scholarly papers as a sign of acknowledg ment that the incorporated information were taken from other publications. As an alternative, it would be better if writers tried to create their own ideas instead of copying other people’s work thus their skills in writing and critical thinking would be further developed.There is no shortcut in making excellent scholarly papers. Writers must learn the basics of writing before they can be able to yield productive outputs. Moreover, there is no alternate for sitting down and jotting down your ideas on paper so writers should make the best out of writing and try to be honest and responsible .

Voiced vs. Unvoiced Pronunciation

Voiced vs. Unvoiced Pronunciation Voiced vs. Unvoiced Pronunciation Voiced vs. Unvoiced Pronunciation By Maeve Maddox Two terms I often use when writing about pronunciation are voiced and unvoiced. Apparently they are not as familiar in this context as I assumed they were. A reader has asked me to explain my use of them. In one sense, to voice something is the same as to say or speak it: Homeowners voice their concerns about increased earthquake activity. Likewise, in some contexts, unvoiced means unspoken: If people seem tense because of  unvoiced  disagreements, you may have to bring  concerns  out into the open. In the context of pronunciation, however, voiced and unvoiced refer to consonant sounds that are uttered with the lips, tongue and teeth in the same position, but which produce different sounds. Voiced sounds result when the vocal cords are touching and vibrate. Unvoiced sounds are pronounced with the vocal cords apart. For example, both sounds, /d/ and /t/ are uttered with the tongue in the same position, but the sound at the beginning of the word dog is voiced. The sound at the beginning of the word toy is unvoiced. The following English consonant letter pairs represent voiced and unvoiced sounds: b/p = boy, pit d/t = dog, toy v/f = van, fan Note: The usual spelling for the unvoiced sound in this pair is f. An exception is the word of, in which the letter f represents the voiced sound. j/tch = jet, witch Note: The letter g represents two sounds. The â€Å"soft† sound is the same as that of the letter j. The â€Å"hard† sound belongs to the following consonant pair. g/k = girl, kite The letter s and the letter-combination th represent both voiced and unvoiced sounds: s = music [voiced], sing [unvoiced] th = they [voiced], thin [unvoiced] The sound /zh/ is represented by the letter g in a few English words derived from French, such as genre and menagerie, but more often the sound /zh/ is spelled with the letter combination si: invasion, intrusion, vision. The /zh/ sound is also spelled with the letter s followed by u: visual, casual. The unvoiced sound of /zh/ is /sh/, as in ship. The sounds for the letters l, m, n, ng, and r are voiced. They do not have unvoiced equivalents in English. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:Math or Maths?"Have" vs "Having" in Certain ExpressionsPreposition Mistakes #1: Accused and Excited

Correct Survey Organization within Research Essay

Correct Survey Organization within Research - Essay Example Concerning the opinion on the flaws in a survey instrument design, the following strengths and weaknesses can be pointed out. First, if the questions are irrelevant, the research will be ineffective. However, when the research aims and objectives are well followed when formulating questions, such a problem cannot be observed. Second, it is true that failure to build rapport with the respondent before asking too hard and personal questions will put him/her off from answering any more questions. However, if the researcher is competent, creating rapport will be the priority once he/she come into contact with the respondent. After all, some respondents may be unwilling to cooperate, whether a rapport is created or not (Tourangeau, Roger, & Yan 2007). Third, use of jargons may make the respondent not understand what is being asked. This is not a big problem because the respondent is made to understand the questions during introduction. Fourth, asking of pointless and low-quality questions puts the respondent off easily. In fact, quality collected data largely depends on the quality of questions asked. In most instances, this is not a big problem because questions are formulated based on the objective of the research (Mitchell & Jolley 2010).Mathew 7:7 encourages the researcher to seek information. However, the verse does not encourage the researcher to be diligent. â€Å"Beloved, when I gave all diligence to write unto you of the common salvation, it was needful for me to write unto you.

LPS Literature review Example | Topics and Well Written Essays - 4250 words

LPS - Literature review Example The LPS of this group of bacteria can be divided into 3 components, 1) lipid A, 2) a core oligosaccharide, which can be further subdivided into an inner and outer core structure, and a glycosyl polymer of repeating units, called O-polysaccharide. The hydrophobic lipid A domain of the molecule contributes to the structural stability of LPS. The core oligosaccharide, on the other hand, maintain the semi-permeable barrier of the bacterial cell‘s membrane by cross-linking with divalent cations or polyamines (Frirdich and Whitfield, 2005). Because of its biological effects, it has been used in experimental research as a prototype endotoxin as well as an adjuvant. Through the elucidation that LPS’ lipid A component is a nontoxic immunostimulatory molecule, it was established that the lipid A domain modulates LPS’ biological activity (Harsoliya et al., 2011). According to Frirdich and Whitfield (2005), this domain of LPS is the most conserved, followed by the inner core oligosaccharide moiety attached to lipid A. 2. Modifications Just like other membrane proteins, LPS undergo structural changes to accommodate environmental changes such as availability of nutrients and balance of ions. In particular, lipid A modifications were found to enable the bacteria to adapt to an environment with low divalent cations, abundant cationic peptides and low temperature (Frirdich and Whitfield, 2005). The TLR4 pathway TLR4 is a membrane protein expressed by hematopoietic-derived, immune cells such as macrophages, neutrophils, lymphocytes and dendritic cells. It is the link of LPS to the innate immune pathway, which allows a faster recruitment of immune cells to the site of infection. It is able to do so by stimulating the transfer of nuclear factor- (NF-) to the nucleus, thus initiating the expression of the genes coding for IL-6, IL-1 and TNF-? (Creely, 2007), whose importance will be discussed in detail later. Because many body surfaces and mucosa are susceptible to bacterial infection, many body parts may be exposed to LPS as well. As such, they are also expressed by non-hematopoietic cells such as epithelia and endothelia. In the respiratory tract, many studies have already recognized the role of TLR4 in inducing defensive mechanisms against pulmonary infection. Since the non-hematopoietic cells do not have immune functions, they release signals that allow the recruitment neutrophils to the site of infection. If uncontrolled, however, this response may lead to a decrease in lung function due to inflammation of the lungs, as well as exacerbation of allergic asthma. (Hollingsworth et al., 2005). However, it was determine by Hollingsworth et al. (2005) that, at least in the respiratory tract, immune response is different in magnitude when LPS is detected by hematopoietic cells than if it is by epithelial and endothelial cells of the airway. In their experiment, they used chimeric mice to limit expression of TLR4 in 1) hematopoietic cells onl y, or in 2) structural cells only. Number of neutrophils present, cytokine/chemokine production, and airway inflammation, through assessment of tracheal pressure. It was observed that even if the epithelia and endothelia of the respiratory tract do not express TLR4, neutrophil recruitment was still made possible because hematopoietic cell

History of Guitar Essay Example for Free

History of Guitar Essay Music has always been a part of the world’s culture throughout the history. Way back thousands of years ago, people utilized their body parts such as their mouth, hands and feet, in order to create sounds. However, due to people’s inventiveness and resourcefulness, they have begun to use different materials that are part of their everyday life so the creation of musical instruments has begun. One of those discovered and invented instruments is guitar. This paper endeavors to present detailed information with regards to the history of guitar. First, it will provide a definition of the term ‘musical instrument,’ and its types. Then, it will also provide a definition of the musical instrument ‘guitar. ’ Second, it will trace and narrate its history. And lastly, it will reveal its benefits to the society. Furthermore, it will give a brief knowledge its contemporary status in the society. Musical instrument, traditionally, is any sound-producing material that comes from any culture, activated in any means, and is utilized for making what is universally and frequently known as â€Å"music. † It encompasses automatic or mechanical however it also includes recording or playback device (Rice). It is classified into different types namely: (1) idiophones, which consists of cymbals, triangles, gongs, castanets, bells, xylophones; (2) membranophones, which consists of drums, a skin or membranes is extended and stretched across a reverberating cavity; (3) chordophones or instruments that produce and make sounds by way of vibration of one or more strings stretched amidst two fixed points. It can be a guitar, lupe, harp, violin, cello; (4) aerophones which are blowing devices that use vibration of the air. These include trumpets, clarinets, flutes, bagpipes, whistle (qtd. n Wade 10). Guitar is a stringed instrument, which looks like the lute or the violin, however, it is bigger in size and has six strings: three of them are silk-covered silver wire and the other three are catgut (â€Å"Guitar†). It is a globally mobile instrument by which form, tonal textures and playing strategies and techniques are result of its appropriation. It is utilized in various locally specific musical contexts (Bennett and Dawe 1). It is made of wood, akin with lute, however, it has a more box-shaped resonator—the general characteristic of the instrument. All through the history, its strings are played by either a plectrum or a finger. It possesses a circular soundhole in its center (Wade 12). The modern English terminology for ‘guitar’ came from the Spanish term ‘guittara’ and was derived from Arabic and Latin terms ‘qitara’ and ‘cithara,’ respectively. These terms were derived from ‘kithara,’ and earlier Greek word, and from the Persian term ‘sithar’. â€Å"‘Sithar’ itself is related to the Indian instrument, the sitar† (â€Å"History of Guitar†). The history of guitar is traced hundred of years ago. It has been established along with other ancestor instruments known as lyres and harps, which are mentioned in the Old Testament, Mesopotamian long-necked lutes, string instruments delineated in ancient Babylonian and Egyptian art (Wade 13). The oldest famous representation of the instrument that displays all its important features is on a 3,300-year old stone carving of Hittite bard (â€Å"History of Guitar†) found at Alaca Hoyuk (Wade 13). Throughout the Middle Ages, three, four, five-string guitars do exist. The Guittara Latina, which has curved sides, is said and thought to have originated in Spain (â€Å"Acoustic Guitar History†). It is a product per se of a long and multifaceted history of various influences (â€Å"History of Guitar†). Renaissance is the chosen period that is said to be the suitable starting point of guitar because it is during this epoch that the instrument is already in relation to music (Turnbull 2). During this period, composers wrote most of the time in tablature (â€Å"Acoustic Guitar History†), a musical notation relatively different from the modern ones. Its page usually looked flamboyant, ornate and complicated but for musicians and instrumentalists, it has been a very practical, useful and a straightforward method and manner of transforming symbols into sounds (Wade 18). Nevertheless, in this period, the guitar never possessed the respect that the lute has because it has not been regarded as a serious instrument. The first publication for guitar was recognized to have come from Alonso Muddara’s â€Å"Tres Libros de Musica en Cifras para Vihuela. † Finally, the guitar commenced to attract instrumentalists hence; there had been an increase in publication and music (â€Å"Some Guitar History†). Italy became the center of guitar in 17th century. In the late 18th century subsequent to the addition of the sixth string, the Spanish school of guitar making flourished. In the era of 19th century, there was already an enhanced and improved communication and transportation that allowed the performers to journey around the world, thus, the guitar evolved to become a widely known musical instrument (â€Å"Acoustic Guitar History†). The aspects and dimensions of the modern classical guitar were established and founded by Antonio Torres, who works in Seville in 1850 (â€Å"History of Guitar†). Guitar music then became popular in Spain. The development in guitar that was done by Torres signified alterations in appearance. The modern guitar took the form of a broadened body, the waist curve was increased and the belly was thinned. An improvement with regards to its internal bracing was designed; single string courses were replaced by double courses and the machine head replaced the wooden tuning pegs (â€Å"Acoustic Guitar History†). By the end of the 19th century, the guitar has fallen out of favor. However, it was revived by Francisco Tarrega, who was known for his â€Å"Receurdos de la Alhambra. † He performed in public and chose to perform for his friends at his home. He wrote a technique on how to teach guitar. He also transcribed a myriad of musical pieces for guitar. He was also considered as the pioneer of playing guitar with fingernails; which evolved into a tradition (â€Å"Some Guitar History†). Most of the credit and recognition regarding the development of guitar was carried on to the Europeans. Today, steel-string acoustic guitars are developed by the Americans. In the early 20th century, when European emigrants arrived in America, a number of them are highly skilled musical instrument makers, which includes those specialists in the steel-stringed guitar. There are two kinds of production that have evolved—the flat-top guitar and the arch-top guitar (â€Å"Acoustic of Guitar History†). When guitar technology has finally led and made its way to the United States in the early 19th century, it was Charles Friedrich Martin, a guitar maker who migrated in New York in 1833, who initiated it. In early 1900s, the Martin Company produced and made larger guitar instruments yet still adhered and abided with the classic model designs, especially the Spanish guitar (â€Å"How a Guitar is Made: Background†). The lineage of the guitar is huge and arduous to trace especially because there is a partial misconception that the guitar is a direct successor of the lute. The lack of reputation and prominence of guitar in history is aptly due to the fact that it attracts little heed from good composers and musicians until the 20th century (â€Å"A Contextual Background†). The creation of guitar has been of vital importance in the field of music. It is a representation and embodiment of discovery, inventiveness, imagination and expression of performing intelligence and skill. The early guitar bestowed significant contributions during the Baroque period. The guitar and guitar ancestors took hold of the attention of folk culture and the middle class way back the Baroque era as well as the Classical period (â€Å"A Contextual Background†). The instrument represents an abstract idea, a mode of thinking with regards to sound and a mode of identifying and recognizing cultures. The guitar is a fundamental icon in American culture and other cultures around the world. There are several versions of stringed instruments that are crafted and created as distant away from Japan, and are developed into the orchestra. It also forms unique variations like the Sitar of India (â€Å"The Linage of Guitar Construction†). The growth of the guitar in the course of history is in a two-fold path. The technical progression and developments have been enthralling, fascinating and fundamental. Nevertheless, nourishing and developing that evolution and development has been the social element of guitar’s reputation and recognition. The mechanical alterations that have been demanded socially contributed to its better and louder instrumentation. Thus, there have been documentations on its development and journey. The guitar’s progression in the course of time is one of the mirrors that culture indeed changes over time. It evolves just like how the guitar evolves (Kentor and Michaels 10). The guitar is not just an embodiment of one’s culture and time. It is also a representation of the status of whoever owns it especially during the ancient times because most people in the middle class owned a guitar. Its development serves a reflection that people’s ingenuity, thinking and creativity do enhance and progress, alongside with the culture that they belong. The creation of guitar has helped a lot in the music industry because it accompanies and produces sound even without the use of electricity. It is purely mechanical because only the fingers or a pick is used in playing. However, the invention of electric guitar has contrasted that fact. Compared to the classic mechanical guitar, it produces louder and better sound. On the other hand, the discovery and creation of electronic music, music that can be created even without musical instruments at hand—purely digital, has given way to the somewhat â€Å"death† of guitar industry. It is now being taken for granted little by little even though there are still some who take hold of its importance and still utilize it in composing and crafting new musical pieces.

Land Of Desire :: essays papers

Land Of Desire The transformations that America went through in order to become a capitalist country were very significant and are sometimes looked past. However, in the book Land of Desire, the author, William Leach extensively goes into many of those things. There were many things that went into this ranging from specific poeple and incidents to outside places and things. Leach shows each individual ordeal and explains the personal effect that it had on the industry, as well as how society accepted, or in some cases condemned such things. All of this comes from his own education and understanding of the situation. He shows the drift into a capitalistic country as being a gradual change in one thing that then led to another, and to another, and so on. Not to mention that many, many things took part in it. And that if such things had not occurred, we would not be the country that we are today. There isn't a whole lot of information on William Leach, but he does appear to be a very well-thought out man. This is not his only historical book and he's also done other things, including the book True Love and Perfect Union: The Feminist Reform of Sex and Society, and editing The Wonderful Wizard of Oz. That specifically shows up a number of times in Land of Desire. He refers to L. Frank Baum (the author of The Wonderful Wizard of Oz) throughout the book, as well as to the book itself. Other than that, though, there's not much else I know about him, too bad it's not exactly the most helpful information as far as why he thinks the way he does. Leach broke the book up into 5 major parts. The first being the preface and the introduction. These two parts laid out the main ideas of the book. After that, Leach went into the three main sections of the book, which end up being the three main steps in the transformation into capitalism. The first entitled Strategies of Enticement, went into a little bit of history, as well as the first recognition of capitalism and were it all began. The second section, Circuits of Power, retold stories of how the public reacted to the whole thing. It also dealt with the philosophical side of capitalism. The final major section of the book, Managing a Dream Culture, displayed the managerial aspects of capitalism and the poeple behind it. Then, the last pages illustrate how the

Phonics †Word Identification Essay

1. Identification of Student Prerequisite Skills Needed for Lesson: (4 minutes) a. The teacher begins the lesson by asking her students to think about strategies that they use to read and spell bigger words. The students are prompted to write one of these strategies on a sticky note and to compare strategies with their pod. b. After reviewing strategies as a class, the teacher writes the following objective on the board: i. Given a set of letter cards, and verbal directions from the teacher, students will spell and write down multisyllabic words for their weekly spelling list. c. Before passing out materials, the teacher engages the class in a discussion to focuses the on the term multisyllabic, and especially the pre-fix â€Å"multi†. 2. Presentation of New Information or Modeling: (7 minutes) a. Parent volunteers help pass out â€Å"letter cards† to each student, and all  students are prompted to keep letter cards in the envelope until the activity begins. b. The teacher tells the students about the contents of the envelope and its purpose. Next, the teacher asks the students to open their envelopes. c. As a modeling exercise, the teacher reads the following directions: i. â€Å"As a class, we will now spell the word â€Å"ate† using three letters from our envelope.† d. She models how she would arrange the letters in the correct order (a-t-e) underneath the document camera for all students to see. She has the students do the same, as she roams the room to informally check their understanding of directions. She prompts those who finish early to attempt to construct other words using the same three letters. (tea, eat, tee, etc.) 3. Guided Practice: (10 – 15 minutes) *As students finish up the modeling exercise, the teacher gains student attention by clapping three times. She prompts students to open their spelling notebook and then she gives her first direction for guided practice: â€Å"Students, our first multisyllabic word that we are going to construct is a five letter, two syllable word: â€Å"pizza†. Before you arrange your letters please attempt to spell â€Å"pizza† in your spelling notebook. Once you have it written down in your spelling journal, please construct the word using your letter cards. When you have finished, please put your pencil down, and your thumb up. Remember to keep your answer a secret from your neighbors†¦We will reveal our answers at the same time. *After all students finish, a volunteer arranges the letters â€Å"p-i-z-z-a† underneath the document camera. Students who misspelled the given word are prompted to correct the word in their spelling notebook. As more words are introduced, the parent volunteers line up the completed words on the chalkboard ledge. Students are prompted to discuss patterns among their new spelling words (prefix, suffix, vowel combinations, etc.). After all words are shown on the chalkboard ledge, the class discusses these patterns. This is repeated in the culminating activity, as well. *Lastly, students check their answer with a neighbor to ensure proper understanding. -The teacher roams the room, checking for student understanding. -The same directions are repeated for the following words: lastly, general, mostly, optional, directly, moral, and anticipation. 4. Independent Student Practice: When students finish their guided practice work, they are prompted to pair up, grab a computer, and log in to their accounts on spellingcity.com *After logging in, students are prompted to take turns typing their new spelling words into a new list. This list should be saved as â€Å"making words list† on their account. *When finished with the list entry, students are prompted to play a game or activity related to their list. Examples of games and activities include: 1. Test Me (orally given by computer generated voice) 2. Hang Mouse (similar to Hang Man, but with words from the new list) 5. Culminating or Closing Procedure/Activity/Event: After comparing/reviewing spelling patterns among their new words, students are prompted to write down two challenge words to add to their list at a later time. These words must be at least three syllables and 8-12 letters long. Pedagogical Strategy (or Strategies): – direct instruction – modeling of desired behavior – partner work (checking for partner’s correct spelling) Differentiated Instruction: Gifted/accelerated learners: *These students are given a separate (and more challenging) list of words. They can also help check the work of the other students at their pod. Student Assessment/Rubrics: *informal assessment performed by teacher during guided practice *results from â€Å"Test Me† and other games/activities are sent to the teacher’s spellingcity.com account and this data is used to modify instruction.