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Creative critical thinking Windermere Preparatory School

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Blood: Composition, Functions and creative critical Windermere Preparatory Other Details (with diagram) William Harvey (1578-1657) was discoverer of process of the blood circulation in 1628. The blood is thick and bright red fluid. It is alkaline (pH 7.3 7.45), salty viscous and critical as Pomfret heavier than water (sp. gravity 1.03-1.05). An average adult person contains 5 to 6 liters of blood in his body. William was an English medical doctor, born in 1578, in Kent, England. He was voracious student earning bachelors degree from Cambridge University in 1597. He proposed that blood flows through the heart in the separate systems, one system is pulmonary circulation, connects circulatory system to creative critical thinking Windermere the lungs, and the second system is systemic circulation through which blood flows to the vital body organs and tissues.

Harvey also observed that blood flows through the veins towards the heart, but not in opposite direction. Harvey eventually developed an accurate theory of how the heart and circulatory system operated. He published his theories in 1628 in his famous book #8220;On the motion of the Heart and blood in Animals#8221;. Blood is bright coloured, fluid connective tissue, which consists of two main parts. Write An Introductory Paragraph For An Essay University In Dubai. 2. Corpuscles (40%). (Liquid part). It is straw coloured alkaline fluid which contains 90 to 92% water, proteins 7 to 8%, inorganic salts 1%, glucose 0.1% and other substances in negligible amount. Glucose, amino acids, hormones, fibrinogen and urea are other substances, while sodium chloride, potassium hydroxide, calcium sulphate and sodium-bi-carbonate are inorganic salts present in plasma.

When fibrinogen protein is removed from plasma it is called serum. (Cellular part) Corpuscles form living part of blood. There are following types of corpuscles (Fig. 1.16). Erythrocytes (Red Blood Corpuscles) are minute, biconcave circular structure, flat in the centre, thick at the periphery. They are with a diameter of 7 microns and thickness of 1-2 micron. Mature erythrocyte has no nucleus, no mitochondria and no ribosome. Creative Critical Thinking Windermere Preparatory School. The life span is of only 120 days. Essay Jobs Centennial. Number of erythrocytes in male is 5.5 million/mm 3 , in female is 4.8 million/mm 3 . These corpuscles contain haemoglobin. The erythrocytes are produced in marrow of long bone such as ribs and breast bone, but in embryo, liver and spleen also. The process of their formation is called haemopoiesis. Critical Windermere. Erythrocytes disintegrate in spleen, liver and bone marrow, this process is called haemolysis.

A Red coloured substance is present in Erythrocytes, it is called haemoglobin. It is Conjugated chromoprotein. Haemoglobin forms 95% of the solids present in the RBCs. Haemoglobin has two main parts, globin and Haem. Haem in turn; is composed of Iron and porphyrin. Each molecule of Haemoglobin has four ferrous atoms. Essay. Porphyrin is a pigment of four pyrrol groups, it is a protein. Creative Critical. It is water soluble and insoluble in alcohol.

The main function of haemoglobin is oxygen carriage from lungs to body tissues and carbon dioxide transport in blood. Essay Writing And Presentation College. On breakdown it forms important bile pigments Blood gets its colour from creative Windermere School trillions of Erythrocytes in jobs Centennial plasma. The blood of lobsters and other large crustaceans is blue due to the presence of oxygen carrying pigment known as hemocyanin, as contain copper molecules rather than iron molecules. The main function of erythrocytes is to deliver oxygen, as they lack mitochondria they cannot use oxygen and transport full absorbed oxygen to the tissues. These are produced in red bone marrow, lymph nodes average life is about two weeks.

These are large irregular or oval colourless nucleated structures. These corpuscles do not contain haemoglobin. Number of leucocytes are 7000/mm 3 in an adult. When number of creative critical Windermere leucocytes increase, it is called leukaemia. There are two types of Leucocytes: (a) Granulocytes and. Basophils, acidophils and neutrophils are the types of granulocytes. Lymphocytes and monocytes are the types of agranulocytes.

Production of anti toxins, formation of antibodies, help in fat metabolism, phagocytic action against infecting organisms, help in tissue repair and conclusion of a persuasive essay Fanshawe help to maintain plasma concentration are the main functions of leucocytes. Monocyte is the largest WBC and smallest WBC is lymphocyte. (c) Thrombocytes (Blood Platelets): These are oval, round or rod like cytoplasmic structures with granules but no nucleus. Number of creative critical thinking platelets is 2, 50,000/mm 3 . These are formed in red bone marrow. Their life span is 3 to 5 days and are destroyed mainly in how to an introductory paragraph for an essay University of Wollongong the spleen. Protection of inner lining of blood vessels due to Windermere School adhesive property and initiates the process of blood clotting are the essay on speech writing d'Overbroeck's, main functions of thrombocytes. 1. Blood transports digested food materials such as glucose, amino acids and fatty acids to various body parts. 2. Blood regulates body temperature. 3. Blood transports oxygen from lungs to the tissues, oxygen is carried in creative thinking Windermere two ways 98 per cent travels as oxy-haemoglobin and remaining two per cent is dissolved in plasma.

4. Leucocytes of blood protect the writing the introduction essay Hult, body from critical Preparatory School diseases. Essay Writing D'Overbroeck's. 5. Creative Windermere Preparatory. Blood helps in how to an introductory paragraph essay of Wollongong wound healing. 6. It transports excretory materials from the tissues to the respective organs. 7. Blood transports various hormones and other chemicals from one region to another to keep chemical co-ordination. Dr. James Blundell (1791-1878) Dr.

James Blundell was an creative English (British) physician. First of all in essay on speech writing and presentation 1818 James blundell determined that a blood transfusion would be appropriate to treat a severe hemorrhage. He also discovered the importance of critical thinking Preparatory School letting all the air out of a syringe prior to the transfusion. When patients undergo surgical operations they need blood, then it becomes necessary to inject blood into the body of patient. This is called blood transfusion. [Fig. 1.17 (a)]. For this process, blood is introduced into the body of conclusion of a essay College patient from a healthy person called donor. It is necessary for this that the blood of both acceptor and donor should match. The blood of donor may not always match the Windermere School, blood of the patient who receives it, as a result, the blood of the patient clumps or agglutinates, proving fatal to the life of the patient.

Mismatching of blood takes places due to the reaction between antigens present in essay Centennial the RBCs cells of donor and antibodies present in the plasma of the receiver. Karl Landsteiner was born on June 14, 1868 in Vienna, Austria. In 1891 he received his medical degree. In 1901-1903 Landsteiner discovered that during a blood transfusion from human to human, different foreign bloods tends to clump and cause shock or jaundice. In 1909, Landsteiner categorized the creative critical thinking Windermere, modern system for writing of an Hult Business School, human blood into A, B, AB and O groups. Landsteiner, along with A.S. Weiner, identified the creative Windermere Preparatory School, Rh factor on 1940. In 1930, Landsteiner received the Nobel Prize for writing of an essay Hult School, medicine for his work on differentiating the Windermere Preparatory, blood groups. The human blood is divided into four types of blood groups. A, B, AB and d'Overbroeck's O according to which, RBC antigens they have [Fig. 1.17 (b)].

O type blood can be given to persons of all types of blood groups, such as O, A, B and AB. The person having blood group O, is called universal donor. The person of blood group AB can receive the blood from all type of blood groups AB, A, B and O, and is therefore called universal acceptor. Besides the regular antigens, there is one antigen called Rh factor that determines the compatibility of creative thinking Windermere Preparatory School blood transfusion. Depending upon the presence or absence of Rh factor a person is called Rh positive or Rh-negative.

Rh-negative persons do not have an antibody in the plasma against Rh factor. Blood is fluid connective tissue, when the blood comes out through injury, the platelets come in thinking contact with the air, due to this thromboplastin (an enzyme) is released and it combines with calcium ions present in plasma and converts pro-thrombin into thrombin. Creative Thinking School. Now thrombin acts on fibrinogen present in blood plasma and converts it into insoluble fibrin. Fibrins is solid substance and form a fine network around the wound. An Introductory Paragraph. Blood cells are unable to go through this network. Through the network of fibrin, when it contracts, a light yellow fluid comes out called serum. Blood does not clot in vessels due to some factors such as: (1) Constant flow of blood in thinking Windermere Preparatory School vessels if velocity of circulation decreases it leads to clotting. (2) Smooth endothelial lining of blood vessels prevent clotting. Essay College. (3) Presence of creative thinking School natural anticoagulants in the blood such as #8216;heparin#8217; and protein #8216;C#8217; (Fig. 1.18a 1.18b).

Blood pressure is pressure which is exerted by the blood on the walls of blood vessels. Upper limit of blood pressure is called systolic pressure and responsible for movement of persuasive essay d'Overbroeck's fresh blood in the arteries. Normal blood pressure (for upper limit) in adult is 100-140 (systolic) and the lower limit 60-80 (diastolic) when a person is having 140 mm systolic and above 90 mm diastolic pressure, the person is said to be a case of hypertension. Blood pressure is measured by an instrument known as Sphygmoma­nometer (Fig. 1.19). Welcome to BiologyDiscussion! Our mission is to provide an online platform to help students to share notes in Biology.

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Severus Snape and the Anubis Archetype: Smoke and Mirrors. Submitted by: Clunycat. Severus Snape and the Anubis Archetype: Smoke and Mirrors By Clunycat. Before you read this essay, I want to issue a general warning. Thinking Windermere School. I laughed when Severus Snape zinged Hermione about as Pomfret School her teeth.

Now you know where my loyalties lie. That said, this writer is not about to pass judgement on a character without analyzing his motivation, actions and attributes in the context of creative critical Windermere, his archetype; I can be ruthless in my dissection. Severus Snape has been the subject of an introductory of Wollongong, various discussions in the Leaky Lounge forums that go nowhere and answer nothing. Questions about his loyalty, his motives, his morality, his actions and his role in the Potter Saga whirl about creative critical Windermere Preparatory like debris in writing the introduction essay International School, a tornado of confusion. Even threads set up to discuss other characters and events slither irresistibly into Snape territory. What is creative thinking Preparatory it about Severus Snape that fascinates? Why do we spend so much time analyzing his every move, trying to see past the smoke and mirrors into writing Hult Business School, the heart of the man? How did an creative critical thinking Preparatory unlovely secondary character manage to hijack a story that belonged to writing of an essay International Business School, Harry Potter? The simple answer is that it is in the nature of the man to fascinate, to captivate and to imprison. His ilk has been doing the same thing for a very long time.

Over the course of history he has played his part in various pantheons and cultures, but he is older than any his fellow deities, for he is Death. Both Bolen's and Schmidt's descriptions are somewhat limited: Anubis adds a whole new dimension of magic and mystery. To the best of my knowledge, the creative critical Preparatory School only other writer who uses the term Anubis archetype is Terence DuQuesne in his work Jackal at the Shaman's Gate . His goal was to show the role of an introductory University of Wollongong, Anubis in Egyptian religion; however, the theme can be expanded to create a new view of what Bolen calls the Hades archetype, 1 and Schmidt refers to Windermere, as the Recluse/Warlock character. 2 The Anubis archetype emerged from an intensive study of underworld gods and death deities present in the mythology of many cultures. This Grim Reaper stereotype is the scaffold on which a character like Severus Snape may be assembled; however, Snape not only embodies the writing the introduction Business School archetype, he actually serves as a personification of death in the Potterverse. It then follows that understanding the model of the death gods and analyzing their purpose in mythology could be the guide to thinking Windermere School, an understanding an ambiguous character like Severus Snape. Overview of the writing of an essay Hult International School Archetype. By Anubis they understand the horizontal circle, which divides the invisible, to which they give the name Isis; and this circle equally touches upon creative thinking Windermere School, the confines of both light and darkness. Anubis is the jackal-headed god of the underworld in Egyptian mythology. He acts as protector of the dead; he pre-dates Orisis as ruler of the thinking as Pomfret Land of the Dead, judge of the heart, and guide to souls.

His invention of mummification paved the way for souls to be reborn in the afterlife. A stern, pitiless god, robed in black, he is also the personification of creative Windermere School, death in the Egyptian mind. 3 He is Anpu, he who opens the doors to the North, and it is persuasive essay Fanshawe College this function that ties him to the precursor god Anup, who is a form of the thinking Preparatory Chaos god Set. 4 It is this writer's belief that Anubis, like Sobek (who has similar heritage), may have been a more socially and politically acceptable form of Set in the post-Osiris climate of how to write an introductory essay in Dubai, Egypt. Creative Critical School. In the world of the living, Anubis is patron of mummification, potions, medicine and surgery, and how to an introductory for an aspects of divination. He is hery sechta , meaning Guardian of the creative Preparatory Mysteries, a title he shared with Thoth, god of critical thinking, Wisdom and ur hekau , Mighty of Magic, a name shared with Isis.

A powerful force in the afterlife where he is a guide to Windermere Preparatory School, the deceased and essay jobs Centennial examiner of the soul, Anubis is more reserved in the living realm, an unwelcome visitor in the form of death. In a character, the thinking Preparatory School Anubis archetype manifests itself in certain characteristics. Many of these are magical aspects; however, they may be represented in a non-fantasy oriented approach. All the characteristics mentioned come from writing tips, mythology; not only from that of Anubis, but from a list of death deities, lords of the creative critical thinking Preparatory underworld, otherworld gods, death personifications and death angels researched to persuasive tips, present the clearest picture of Windermere Preparatory School, what this character would look like. For interested parties the writing the introduction Hult School list with links and resources is available, but the compilation is beyond the creative scope of this essay. I would also encourage any reader who wishes to delve deeply into this archetype to read Gods in of a essay College, Everyman , by Jean Shinoda Bolen. Her Hades archetype provided much of the psychological scaffolding of the section that unfolds below. 5. From the creative School beginning, the Anubis archetype is intensely introverted. He is usually out of step with society's expectations, a loner, whose perceptions of reality are distorted by the subjective way he views the writing and presentation d'Overbroeck's world.

As a child there is something that marks him as different. He cries often and Preparatory School reacts unexpectedly. He may have a history of injury at birth, or an unusual birth; something that has been speculated to be involved in persons with Asperger's syndrome. 6 This archetype may be over-represented in that group, as even Bolen asserts in her topic the Hades Archetype , that there is essay Centennial something autistic about the child who fits her profile of the Greek God of the Underworld. He is often highly intelligent, and over-sensitive. He does not act the Windermere School way a child is expected to act, and this predisposes him to real torment at the hands of his peers. There may be a sense that he is an old soul in of a essay Fanshawe, a young body. He is imaginative and plays well by himself. Even at an early age he seems independent and prefers to be alone. He soon finds his inner world to be a refuge especially if his odd behavior earns him ridicule and abuse at the hands of his peers. He does not start out critical Windermere Preparatory School as reclusive or aloof, but will become so with age.

He learns to avoid pain by of a essay Fanshawe College, cutting off his emotions, which he never fully recognized in the first place, as emotions to thinking, him are visceral sensations and occasionally produce visual hallucinations that may frighten him. He may not learn to equate the sensations with the corresponding emotion in himself and as he ages this problem contributes to a lack of empathy. He learns, as a matter of self-preservation, The Rules that society expects him to follow, and he is an adept shape-shifter. On Speech College. He is also likely to hold everyone else around him to these rules. He does not understand social context, and departures from the norm jeopardize his stability, and threaten him with the unknown. Even if he adapts well he will never be at ease in social settings. He is less able to Windermere, succeed in fields where a good old boy network prevails. However, he excels in situations where he can emerge from the shadows to provide an ingenious solution or work a miracle cure. He may gravitate to careers that give him this advantage: medicine, mathematics, engineering, and essay Centennial psychology. From a fantasy standpoint expect this character to have magic that is significantly different from his supporting cast. His magic will be twilight magic, mostly dark, but not entirely so; he should be able and willing to communicate with the dead like Anubis.

Virtually every death god or underworld deity is involved in the traffic of souls, both in and out critical School of the underworld. Some, like Odin, actually practice necromancy. 7 Others, like Hades and Hecate, facilitate it. 8 Anubis is the ultimate facilitator of contact with the underworld through his service of mummification, which leaves behind the Ka , a mirror image of the deceased which can receive offerings from the family, including gifts of food and of a Fanshawe drink. Anubis takes his role of messenger for Windermere the dead very seriously.

In Pyramid text the face and throat of the deceased must first take on the appearance of Anubis before approaching the board of essay Centennial College, judges. It is clear that Anubis speaks for the dead. 9 The whole book is about what he does for creative critical Windermere School the dead. It also describes in detail a rite in which Anubis is invoked by a magician wishing to consult the dead. He should be at home with the malevolent contingent of the faery like Gwyn ap Nudd. He should be able and willing to kill like Set, Sammael and Thanatos. He might deal in dreams like Hades, and usually has a mantic quality about him like Odin. He is often regarded as powerful, but may be the most reluctant to join in a fight for either side like Manawyddan and Mider. He also might be a shaman, able to effect magic elsewhere while in a trance; he usually finds ways to writing essay Hult International Business, get information via spies or shamanistic animal forms like Odin who prowled the skies as a raven, or Tezcatlipoca stalking through the night as a massive jaguar.

Paradoxically, this dark wizard has the ability to heal. This quality is somewhat disturbing to anyone who sees Dark Magic as devoid of any benefit. This was never so in mythology pertaining to magic, particularly in Ancient Egypt. Creative Preparatory. In fact, by looking at writing d'Overbroeck's College, which god was invoked in the case of illness or demon possession, it is possible to extrapolate just how serious the problem was. 10 Gods like Set, Anubis and Sobek were called on for the most dangerous assignments. As gods with an ambivalent quality, they were at home among the creative critical Windermere School forces of evil, and were therefore most equipped to deal with them. Anubis was often invoked as a healer as he had charge of the spirits that were held responsible. Dangerous ghosts, called Bau , posed great threat to how to write an introductory paragraph University of Wollongong, the living, but they were subject to a reprimand by their chief, Anubis. 11 Odin is also a healer of men and animals. He heals with charms and song; moreover, he knows the spells to be sung behind his shield to thinking, place a magical barrier of protection around his warriors. 12 Gods of death, dark magicians all, are powerful healers.

Not just by virtue of the plants and potions they know, but also by their intrinsic understanding of disease and forces of chaos. They are marvelous at it. I've lost count of how many people tell me that Snape can't be a dark wizard because he can heal. Being dark has given him the knowledge he needs to deal with Dark Magic. He did it. He knows how it works. Essay Jobs Centennial. Ergo, he can fix it. All gods of death were ambivalent for the most part, and this character should share that quality. Neither good nor evil, he inhabits the shadows, a man of critical Windermere Preparatory School, masks and mirrors and as elusive as smoke. From a non-fantasy viewpoint this character is persuasive essay Fanshawe cunning and creative Windermere Preparatory School logical but also possessed of intuition.

He is usually quiet, always lurking in the background, suddenly emerging as a major force in the plot when least expected. He may be the man who is almost draconian in his insistence on writing essay Hult International, order and law, but quite willing to bend the rules if it suits him. He is inventive, thoughtful and wary. He does not volunteer knowledge unless he is certain that his is the right course, and if rejected he may become hostile and thinking School withdrawn. He is usually at critical as Pomfret School, odds with the supporting cast, believing, with some justification, that they are all at odds with him.

He has few friends, if he has them at all, but he is often intensely loyal to critical thinking Windermere, those who are loyal to persuasive essay Fanshawe College, him. His low capacity for empathy means that he will have difficulty in creative Windermere Preparatory School, determining who he can trust, so even his deepest friendships retain some degree of suspicion on his part. In romantic relationships he strikes out. He builds his faA§ade around what he believes are social standards, and dating turns that upside down. But when he loves, he loves with violent intensity. Almost every Underworld god abducted and/or raped his consort. Persuasive Essay D'Overbroeck's College. Typically, this character must be in control of every aspect. He likes to dominate and Windermere Preparatory intimidate; and sadly, this tends to carry over into his love life. Even if he finds someone who loves him he is likely to remain distant emotionally, emerging as a passionate lover when his partner threatens to leave, then sinking back into his dark underworld once the relationship has been patched. His interaction with children is difficult to predict.

From Celtic mythology, Underworld and Otherworld gods like Mannanon mac Lyr adopted children to raise as heroes, as did the Gaelic god Mider. 13 Egyptian gods like Set and Sobek attempted to kill the infant Horus, yet Set is moved to indict himself when a disguised Isis tells him a tale of woe concerning her son, 14 and Sobek assists Horus when the boy is grown. 15 Gods of death were regarded in most cultures as infertile, and the children attributed to them, like Hecate, daughter of Hades, were sired by other gods. 16 One common thread in most hero stories is a trip to the underworld, usually to get some vital weapon needed in the quest. Conclusion Of A Persuasive Essay Fanshawe College. In this function, the Lord of the critical Windermere Preparatory Dead acts as a teacher or a judge, either to prepare the young candidate, or to assess his worthiness. His lessons are hard, his methods harsh and frightening. But they are effective in strengthening the hero or heroine; a trial, if you will, that prepares the youth for battling ultimate evil. The challenge for an Anubis archetype is to learn empathy for others but to remain true to himself.

He needs to Centennial College, develop his masks for participation in society, but he desperately needs to find either a consort, or a part of himself that can act as psychopomp for others, initiating them into his life in a less forceful way than abduction. The walls that protect him may never come down, but he can learn to lower the drawbridge now and then. Often the only thing that drives him to breach the wall is intense emotional need, such as depression, or loneliness. It should be noted that Hades only left his underworld twice: to abduct a consort and to creative critical thinking, be healed from a wound that only writing the introduction essay School Paean of critical Windermere Preparatory School, Olympus could treat. 17 In the same way, the character with the same archetype will emerge emotionally only if love stirs him, or if the pain of wounds that he cannot heal causes him to seek help. More than an Archetype: Icon of Death. Alone of writing of an Hult International Business School, gods Death has no love for gifts, Libation helps you not, nor sacrifice.

He has no altar, and hears no hymns; From him alone persuasion stands apart. When it comes to creative School, Severus Snape, archetype alone is not enough to d'Overbroeck's, define him. He is more that simply a man with the characteristics of a death-oriented archetype; he is the icon of creative School, death in thinking School, the Potterverse. J. K. Rowling goes to some lengths to paint him in the colors of death. He is a tall, thin man, with a gaunt face, stringy black hair (I'll come back to thinking Windermere School, the oil), pale, and sallow. He has dark eyes, presumably a very dark gray that appears black, but more importantly his eyes have a special ability to look straight through you.

Unlike Dumbledore' eyes, which have the same properties, Snape's gaze leaves his victim with a deep sense of uneasiness. School. He wears black robes that are both light and loose, so that when he moves they billow behind him-his own dark wings. He has the critical Windermere unhappy habit of appearing suddenly, descending on his victims with a vice-like grip, and prefers to administer punishment in the comfort of his dungeon. As Pomfret School. He lives in critical thinking Preparatory, the Underworld of Hogwarts, where it is so cold in the winter that students huddle around their magical Bunsen burners for warmth. He is unaffected by the chill, preferring not to light a warming fire in his lair. His office is filled with specimen jars; all filled with pickled animals, which he presumably accumulates over each summer. These act as a metaphor for his secrets and his emotions, which have been pickled, degraded and compartmentalized, like so many prisoners in the dark fortress of his mind. He has a soft, silky voice that changes to a cat's hiss when he is threatened. We associated him in the past with Potions, the Dark Arts, and spying, and since Harry Potter and the Half Blood Prince , we have added murderer and essay of Wollongong in Dubai healer to Windermere, the list. Ironic, isn't it? And a perfectly acceptable paradox for Death.

Severus Snape is often a judge of other characters; and he is often correct, if unkind, in his verdicts. Like most Gods of conclusion persuasive essay College, Death he is unfair. Creative Windermere Preparatory. His punishments are often cruel and unusual, and ideally suited not to the crime, but to the perpetrator. He has great regard for the rules and the introduction Hult Business School enforces them on others, but adheres to creative critical thinking School, his own rules when it comes to his protected people, the Slytherin students. Persuasive Writing D'Overbroeck's. We know that he is an avid fan of his House Quidditch team, which is interesting, because this obscure facet of Death Lords gets overlooked if we stop with the Greeks and creative thinking Windermere Preparatory Egyptians.

Crossing over to Mayan and Aztec myth we find the Ball Game. This little brother to war was a favorite pastime for the Mayan God Ah Puch and his denizens. 18 Even war is a game of the gods, and essay on speech as the Lords of Death are assured a take, they are avid fans. And they cheat abominably. This is where Odin gets his reputation as an oath-breaker, waerloge , warlock. 19. Severus Snape possesses magic that we associate with the gods of critical, death. He is said to have been a master at hexing, a quality that most Death Gods are noted for.

Many are invoked in the most deadly of curses; some are so dangerous that their names are avoided. Gods like Hades have numerous names, so that the of a College speaker could avoid the danger of creative Windermere, saying their true name. 20 Severus Snape also appears to have been a genius at potions, something for which the god Anubis was famed. He was called the Prince of Poison, and his great accomplishment was finding the magic that would enable the how to write paragraph essay University in Dubai body to defy decomposition. 21 He is also invoked in love magic, particularly the School charms that accompany the love potions.

22 Other deities, like Hecate, are associated with witchcraft and with poisons and potions. 23 One Potion that will forever be associated with Snape is the Draught of Living Death, in particular the ingredients mentioned in Harry Potter and the Sorcerer's Stone , Asphodel and Wormwood. Writing The Introduction Essay International. Asphodel is sacred to Hades, and is both food for the dead, and protection for a particular brand of shaman that operate in Corsica. These dream-hunters harvest souls by night and Windermere School function as death personified for their people; but they also fight each other for the protection of their villages, and when they go to war, they carry wands of Asphodel. 24 Wormwood has long been regarded as toxic in itself, and has association with the entry of the introduction of an essay Hult International Business, evil into the world. It is said to be the plant that sprang up in the serpent's wake as it left the Garden of Eden 25 as protection against the return of the snake. Snakes don't like wormwood, and will not enter a garden where wormwood is grown.

In addition, you should never plant wormwood too close to other plants, as it is detrimental to their growth. Wormwood, it seems, is creative thinking Preparatory School as much of a loner as the man we have come to associate it with. Persuasive Tips D'Overbroeck's. Even the fictitious Sopophorous Bean has associations with the dead. Beans have long been regarded as magical, and in some cultures the creative Windermere humble bean seed is an actual soul of the deceased. 26. Severus Snape is the only person, besides Dumbledore and now Harry, to have heard the Prophecy.

While this doesn't entirely qualify as divination in essay Fanshawe College, Trelawney's book, it does place Snape in a position that Odin was in, both as God of Windermere, Wisdom and essay Centennial God of the Dead. It is fitting, that Dumbledore and Snape, wisdom and death, respectively, heard Trelawney, and it is creative thinking Preparatory also equally fitting that Dumbledore, as wisdom, should hear the whole thing, while Snape, death, only has understanding of a fragment of the persuasive tips College entire mystery. Placing Snape at the scene of the initial prophecy does give him a connection to divination; something that nearly every death god has in creative Preparatory, his magical arsenal. Writing The Introduction Essay Hult. Odin practiced Seidr , 27 a form of prophecy, he sought seers to give him direction, and like Hades, it is creative thinking School Odin who finds a way to talk with dead men. 28.

Severus Snape is persuasive essay College never accused of sending nightmares or directed dreams; but at least Harry did pick up a connection between the hated Occlumency lessons, Snape, and the dreams. It should be noted that when Harry has to find answers to thinking Preparatory School, his dreams he is forced to turn to Snape. Hades, the Lord of the Dead, sent dreams to advise and to torment men. 29 His death messenger, Thanatos, is brother to Hypnos (Sleep). 30 Gods like Anubis were consulted in matters of divination by means of a trance, 31 or in Greco-Roman times, by being blindfolded with black cloth. While Harry would never admit to having a trace of Seer blood in conclusion essay College, his family, and critical thinking Preparatory School my instinct says that Snape would be loathe to admit it also, both possess the same uncanny ability to detect when things are not as they should be. Harry dreams. Snape interprets.

In this way they act as the sick and the healer; for directed dreaming was a part of ancient medicine for Egyptians and Greeks. For those who have read the Osiris essay, it comes as no surprise that Osiris took over as Lord of the Dead when the Centennial political climate shifted in Windermere Preparatory School, favor of a kinder, gentler judge in the afterlife. Anubis was first, and it was his knowledge and protection that enabled Osiris to succeed him. Likewise, Snape's teaching, however unpleasant, may give Harry the protection he needs when he must face ultimate evil. Dreams, if tempered by Occlumency, might provide Harry with a crucial window into conclusion essay Fanshawe College, Voldemort's mind. Additionally, for those of you tempted to creative thinking Windermere Preparatory, make the quick connection with big black dog and mirrors that might have gone through the veil, allow me to squelch that idea right now. There is another jackal beyond the persuasive writing Shaman's gate that is creative thinking Windermere School a facilitator of a certain phoenix, and it's not Anubis. 32. Now we come to the identifying feature of a god of essay Centennial College, death. He must be able and creative critical thinking Windermere willing to kill.

Severus Snape had proved beyond a doubt that he is capable of killing. As early as Harry Potter and the Prisoner of Azkaban he asserted that he could, and in Harry Potter and the Half Blood Prince , he delivers. The gods of death are predators, and their game is the souls of men. They are equipped with death-dealing weapons for this purpose; knives, swords, double-edge axes, etc. Thinking As Pomfret. They have a penchant for selecting cutting implements; it is critical thinking Windermere School perhaps not coincidence that Snape has a separate killing weapon from essay jobs Centennial College, Avada Kedavra ; the spell of his own creation, Sectumsempra . There are two other weapons wielded by critical thinking Preparatory School, death entities worth mentioning in regards to Severus Snape. Hades carried a death-dealing staff that he used to cut open the of an essay School earth whenever he needed to return to the Underworld.

It was listed, along with his invisibility cap, as a weapon of the God of the Dead. 33 While we have yet to creative Preparatory School, see Severus Snape dissolve into thin air, he does seem to appear out of nowhere on many occasions. Harry has to use a cloak. Essay Tips D'Overbroeck's College. Is it perhaps possible that Snape, like Dumbledore, is capable of invisibility without one? The second unusual weapon associated with a death entity gave the critical School god his name: Tezcatlipoca . It means, smoking mirror. 34 This weapon he carried in essay, the center of his forehead, the same location one expects to find a uraeus of Egypt.

35 Both devices signify royalty: princehood, and priesthood. The placement is not arbitrary. It is the location associated with the third eye, a site that was once referred to as the seat of the soul. It is often regarded as special intuition, and creative Preparatory a source of magical power. In the case of Tezcatlipoca it was a window to the ugly truth about yourself. All obsidian scrying mirrors used by the Aztecs are a reflection of Tezcatlipoca's mirror. This mirror strips away false pretensions, and destroys the mask of good intentions. Essay. Looking into creative critical thinking Preparatory School, the fiery mirror was looking into your own soul, to see the darkness, the evil and all the illusions that the victim might harbor. One look in Tezcatlipoca's mirror sent King Quetzalcoatl into exile because he could not face his shadow. 36 Anubis is often regarded as a shadow of Thoth. 37 He is seldom shown with the uraeus , the fiery serpent and symbol of kingship, himself, but it is said that Anubis used the uraeus to writing tips College, kill the pharaoh when his time came.

38 We see evidence of Snape's smoking mirror whenever he deals with Harry's grand illusion of his father. Snape tears away at this faA§ade in a way that no other character would dare. And Harry, who distrusts Snape so intensely, seems to know that Snape is always truthful when it comes to creative Windermere Preparatory School, James Potter. Like Anubis with the on speech and presentation College uraeus, Snape represents the destruction of critical thinking Preparatory School, what we hold dear, which is often the very things that serve as fetters to our potential. Every attack on Harry's exalted idea of his father serves as a beacon that Harry must heed. He is not his father, and he must let go of that desire to make his parent proud if he is ever to discover his own way.

Earlier, I said I would come back to the oil. Essay College. It is too easy to simply assume that the critical School oil that coats Severus Snape's long black hair is essay jobs College only a reflection of his slippery nature. It happens to be a trait associated with Anubis in his role as embalmer. Additionally, oil has historical use as a symbol of empowerment and dedication. People may be anointed to show to whom they belong, setting them aside for a particular purpose. Oil also has powerful protective functions, which makes it logical that it would be used in healing. It's just a different way to look at a surface quality of Severus Snape that goes beyond a simple problem of personal hygiene. Is the oil a symbol of his consecration to a specific task: the role of critical School, a sacred executioner? There is a term for such a man: pharmakos . Conclusion Of A Persuasive Essay Fanshawe. 39 The term means medicine and magic and is used to describe a man who murders the innocent sacrifice on the behalf of his people to appease a higher good. He is thinking Windermere Preparatory School not innocent of his crime. In killing he disregards all moral codes, assuming the mantle of persuasive College, evil.

But he does it knowing what he does. It is Windermere Preparatory School his sacrifice. He is hated and feared for what he represents. He is the shadow of the darkness in the hearts of man, the dark side of the god who demanded blood. Above all, Death is often seen as the shadow we all fear, because it is the essay Hult Business ultimate truth. It is our own mortality. As the shadow it is the reflection of ourselves that blocks the light. Only by embracing it, and stepping into that which most frightens us, can we dispel the darkness by letting in a little more light. This is a Jungian concept, and one that I think has some bearing on what Harry needs to do about his Snape problem. Harry is at great risk of ignoring his quest to destroy Voldemort because he will focus on his nemesis, Severus Snape. I imagine he will have to deal with Snape long before he must deal with the Dark Lord, and that the thinking Windermere outcome of that confrontation will hold the key to essay writing College, harnessing Harry's raw courage into calculated strength.

The Lodestone: Navigating the Water of Speculation. There is a mill which grinds by itself, swings of itself, and scatters the dust a hundred versts away. And there is thinking Windermere Preparatory a golden pole with a golden cage on top which is also the nail of the north. And there is essay d'Overbroeck's a very wise tomcat which climbs up and down the pole. When he climbs down he sings songs; and when he climbs up he tells tales. Uncovering all this information about the archetype and the icon of death may just be interesting, but let's take it a step further. Assuming that 1) Severus Snape is an Anubis archetype and 2) He is the personification of death in the Potterverse, the knowledge gleaned from close inspection of those respective ideas acts as a lodestone for critical thinking Windermere Snape speculation. The use of the writing d'Overbroeck's College word lodestone is thinking Windermere not arbitrary. The gates of Hades are made of adamantine, 40 a term that refers to both diamond and lodestone.

In addition, Death is a god of the as Pomfret School Northern sky, particularly the Great Bear constellation, and it is no coincidence that when Anubis opens the gates to the north, the north shaft of the King's chamber in the Great Pyramid was designed to point to the then north star, Thuban , of the constellation Draco. 41 Even Polaris, the current star, has the telling name of Cynosure , tail of the dog. An old name for Polaris is the Jackal of Set. The Arabs tell a legend of the North Star as the outcast, a murderer, condemned to stand in one place while the other stars orbit him in an eternal hunt for vengeance. 42 In the far north the star is called the North Nail, and seems to creative Windermere, be central to critical thinking School, the idea of the cosmic mill. 43 It is the point on which all things hinge, the axis of the two great millstones of the sky and the earth, with the grist as the Milky Way. It's no coincidence that Severus Snape lives in creative critical thinking School, the shadow of an old mill with a miniature Styx in his back yard, and if his death connections go deeper than the surface then we can use them as guide to how to essay of Wollongong in Dubai, answering the questions that swirl around the creative thinking Preparatory character of Severus Snape. It was my intention to answer nine questions about Snape using the lodestone, a number sacred to the death gods, as they have the idea of birth and persuasive essay writing tips d'Overbroeck's rebirth ingrained in creative critical Windermere School, their natures. Nine, of course, corresponds to nine months of gestation.

44 Is it any wonder that Anubis and Set both were protectors of pregnant women, 45 most particularly those at risk of miscarriage, that Sobek was a midwife, 46 that Mictlanteculhtli presided over every stage of birth including conception, 47 and that Tezcatlipoca was directly responsible for a statement like You look just like your father? 48 Every aspect of the mummification ritual mimics what is paragraph for an done for a newborn child, including a symbolic cutting of the umbilical cord. But it became abundantly clear to me that if I were to try to answer all nine in fullness, this essay would run fifty pages or more. As much as I would love to write an additional fifty pages on Severus Snape, I'm not sure everyone would want to wade through it. So, I leave the rest up to you. Use the creative thinking Preparatory lodestone yourself. As illustrated, even simple things like a black river and the introduction Hult Business School an old mill make sense when you dig a little deeper than the crust.

Or if you like, submit your own nine questions. I will be delighted to answer them in all the detail they deserve. Critical Windermere School. But don't forget where my loyalties lie. 1. Bolen, Jean Shinoda, M.D. Gods in Everyman . New York: Harper Row, 1989. p.98. 2. Schmidt, Victoria Lynn. 45 Master Characters . Cincinnati: Writer's Digest, 2001. pp.113-121. 3. Seawright, Caroline. Anubis.

The Keep . 8 October 2001. Kunoichi. 30 April 2006. http://www.thekeep.org/ 4. Massey, Gerald. Conclusion Essay Fanshawe. The Sign Language of Astronomical Mythology. Ancient Egypt-The Light of the World, Book 6 . Whitefish: Kessinger, 2005. Creative. pp.322-3,330-1. 5. Bolen, Jean Shinoda, M.D.

Gods in write University, Everyman . New York: Harper Row, 1989. Critical Thinking. pp.98-123. 6. Attwood, Tony. Asperger's Syndrome . Great Britain: Athenaeum Press, 2002. p.142. 7. Davidson, Hilda Ellis. Gods and Myths of Northern Europe . New York: Penguin Books Ltd., 1969. pp.140-157.

8. Atsma, Aaron. Haides. Khthonios . 2000. The Theoi Project: Guide to Greek Mythology . 30 April 2006. http://www.theoi.com/Khthonios/HaidesGod.html. 9. DuQuesne, Terence. Jackal at the Shaman's Gate: A Study of Anubis Lord of Ro-Setawe, with the critical as Pomfret Conjuration to Chthonic Deities . Thame: Durango Publications, 1991. 10. Pinch, Geraldine.

Magic in Ancient Egypt . Great Britain: British Museum Press, 1994. pp.42,73,141. 12. Crossley-Holland, Kevin. Norse Myths . New York: Pantheon, 1981. pp.14-6. 13. Creative Preparatory. Squire, Charles. Celtic Myth and Fanshawe Legend . New York: Newcastle, 1975. pp.237,299. 14. McDevitt, April.

Seth Ancient Egypt: The Mythology . 1997. Egyptian Myths . 7 Feb 2006. http://www.egyptianmyths.net/seth.htm. 15. Seawright, Caroline. Sobek, God of Crocodiles, Power, Protection, and creative Preparatory Fertility. Critical Thinking School. Tour Egypt . 2003. InterCity Oz. 30 April 2006. http://www.touregypt.net/featurestories/sobek.htm. 16. Atsma, Aaron. Hekate.

Khthonios . Thinking Windermere Preparatory. 2000. The Theoi Project: Guide to Greek Mythology . 30 April, 2006. http://www.theoi.com/Khthonios/Hekate.html. 17. Atsma, Aaron. Haides. Khthonios . 2000.

The Theoi Project: Guide to Greek Mythology . 30 April 2006. http://www.theoi.com/Khthonios/HaidesGod.html. 18. Essay Fanshawe. Girard, Raphael. HunahpA? and IxbalamquA© in XibalbA?. 2006. Esotericism of the Popol Vuh . Theosociety. Theosophical University Press Online Edition . 30 April 2006. http://www.theosociety.org/pasadena/popolvuh/pv-10.htm. 19. Davidson, Hilda Ellis. Gods and Myths of creative thinking Windermere School, Northern Europe . New York: Penguin Books Ltd. 1969.

20. Atsma, Aaron. Haides. Khthonois . 2000. The Theoi Project: Guide to on speech and presentation, Greek Mythology . 30 April 2006. http://www.theoi.com/Khthonios/HaidesGod.html. 21. Windermere School. Deurer, Richard. Anubis. Egypt Art . 1996-2003. Deurer: The Gallery of Egypt Art . 3 Feb 2006. http://members.aol.com/egyptart/anubis.html. 22.

Pinch, Geraldine. Magic in Ancient Egypt . Great Britain: British Museum Press, 1994. p.90. 23. Atsma, Aaron. Hekate. Persuasive Writing Tips D'Overbroeck's. Khthonios . 2000. The Theoi Project: Guide to Greek Mythology . 30 April 2006. http://www.theoi.com/Khthonios/Hekate.html. 24. Carrington, Dorothy. The Dream Hunters of Corsica . Great Britain: Orion Books, 2000. p.69.

25. Sinclair, Teresa. Critical School. Wormwood. 2006. English Cottage Garden Nursery . 9 April 2006. http://www.englishplants.co.uk/wormwood.html. 26. Carrington, Dorothy. The Dream Hunters of Corsica . Great Britain: Orion Books Ltd, 2000. p.118.

27. Crossley-Holland, Kevin. The Norse Myths . New York: Pantheon Books, 1980. p.164. 29. Atsma, Aaron. Haides. Khthonios . 2000. Of A Persuasive College. The Theoi Project: Guide to Greek Mythology . 30 April 2006. http://www.theoi.com/Khthonios/HaidesGod.html. 30.

Atsma, Aaron. Thanatos. Daimon . 2000. The Theoi Project: Guide to Greek Mythology . 30 April 2006. http://www/theoi.com/Daimon/Thanatos.html. 31. Pinch, Geraldine. Magic in Ancient Egypt . Great Britain: British Museum Press, 1994. pp.88-9. 32. Seawright, Caroline. Creative Critical Windermere School. Anubis.

Egyptology . 8 October 2001. The Keep . Writing The Introduction Essay International Business School. 30 April 2006. Creative Critical Windermere Preparatory. http://www.thekeep.org/ 33. Atsma, Aaron. Jobs Centennial. Haides. Khthonios . 2000. The Theoi Project: Guide to Greek Mythology . 30 April 2006. http://www.theoi.com/Khthonios/HaidesGod.html.

34. Lindemans, Micha F. Tezcatlipoca. Encyclopedia Mythica . Thinking Preparatory School. 28 April 2002. Writing Of An Hult Business. 30 April 2006. http://pantheon.org/articles/t/tezcatlipoca.html. 35. Creative Critical Thinking Windermere Preparatory. McDevitt, April. Buto. Ancient Egypt: The Mythology , 7 Feb 2006.

Egyptian Myths . Persuasive D'Overbroeck's College. 30 April 2006. Creative Thinking Windermere School. http://www.egyptianmyths.net/buto.htm. 36. Colum, Padraic. Quetzalcoatl. Orpheus Myths of the World . 2006. The Internet Sacred Texts Archive. 20 April 2006. http://www.sacred-texts.com/etc/omw/omw82.htm.

37. Bermanseder, Tony. Some Quabalistic Comments on Anubis and other Egyptian Gods. Spiritual Order and Dimensions in Geometry . 10 Oct 2005. Kheper. 2006. http://www.kheper.net/topics/Egypt/Tony.html. 38.

McDevitt, April. Buto. Ancient Egypt: The Mythology . 7 Feb 2006. Egyptian Myths . http://www.egyptianmyths.net/buto.htm. 39. Wikipedia . Thinking As Pomfret School. Pharmakos. Wikipedia Encyclopedia . 2005-6.Wikimedia. 17 April 2006. Creative Critical Thinking Preparatory. http://wikipedia.org/wiki/Pharmakos. 40. Atsma, Aaron.

Haides. Khthonios . 2000. The Theoi Project: Guide to Greek Mythology . Essay Fanshawe College. 30 April 2006. http://www.theoi.com/Khthonios/HaidesGod.html. 41. Brown, Vincent. The Concept of the Pyramid. 2002. Pyramid of creative critical thinking School, Man: The House of Going Forth By Day . 20 Apr 2006. http://pyramidofman.com/Concept.htm.

42. Wright, Anne. Ursa Minor. WinShopInternet Pty, Ltd 2004 The Fixed Stars . 30 April 2006. http://www.winshop.com.au/annew/UrsaMinor.html. 43. de Santillana, Giorgio Hertha von Dechend. Hamlet's Mill . Boston: Godine, 1977. p.96. 44.

Stone, Alby. The Nine Sisters and the Axis Mundi. Mercian Mysteries , Aug 1993. Bob Trubshaw. The Introduction Hult International Business. 2001. At The Edge . 30 April 2006. http://www.indigogroup.co.uk/edge/9sisters.htm. 45. Pinch, Geraldine.

Magic in thinking Windermere Preparatory, Ancient Egypt . Great Britain: British Museum Press, 1994. p.42. 46. Seawright, Caroline. Sobek, God of how to write an introductory for an essay of Wollongong, Crocodiles, Power, Protection, and Fertility. Tour Egypt . 2003. InterCity Oz.

30 April 2006. http://www.touregypt.net/featurestories/sobek.htm. 47. Preparatory School. Museo del Templo Mayor, Instituto Nacional de AntropologA­a e HistA?ria, MA©xico. Mictlantecuhtli and the World of the Dead. Seminario #8, 30 Nov 2000. Centro HistA?rico. 30 April 2006. http://archaeology.la.asu.edu/tm/pages2/mictlantecuhtli.html. 48. Crystal, Ellie.

Tezcatlipoca. Aztec Gods and write paragraph University in Dubai Goddesses . Creative Thinking Windermere. 2006. Ellie Crystal's Metaphysical and Science Website . 22 Apr 2006. http://www.crystalinks.com/aztecgods2.html. Rowling, J.K. Harry Potter and the Chamber of Secrets . New York: Scholastic, 1999. ”””. Harry Potter and persuasive essay d'Overbroeck's the Goblet of Fire . New York: Scholastic, 2000. ”””.

Harry Potter and the Half Blood Prince . Creative Preparatory. New York: Scholastic, 2005. ”””. Harry Potter and the Order of the Phoenix . New York: Scholastic, 2003. ”””. Harry Potter and the Prisoner of Azkaban . New York: Scholastic, 1999. ”””.

Harry Potter and the Sorcerer's Stone . New York: Scholastic, 1998.

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45 Biography Templates #038; Examples (Personal, Professional) A biography is simply an creative critical, account of someone’s life written by another person. A biography can be short in the case of few sentences biography, and it can also be long enough to essay jobs fill an entire book. The short biographies explain a person’s basic life facts and their importance, but the long biographies would go an extra mile and Windermere Preparatory, include more details to make an interesting read. You may find yourself in a situation which requires you to writing College write a biography of a famous person, a close friend or a relative. For this reason, it pays to know how to come up with a biography and creative critical thinking Preparatory School, the important details that you should include in it. Jobs Centennial? The lives of many people have interesting bits of creative critical Preparatory School, information, but you ought to know what to capture in the biography and what to leave out. The length of a biography depends on the type of information that should be included. The length will determine the nature of School, information and how extensively it will explain the life of a person. For instance, if you are to creative critical Preparatory School write a short paragraph about a person it will mostly capture the important details that identify the person compared to a pages-long biography that may even include the person’s childhood experiences and achievements shaping their life. For a short biography, maybe a paragraph or two long, the following details should be captured: A person’s date and place of birth, at times with the date and place of death as may be applicable The person’s major achievements in life Their educational background and notable awards Work facts of a person and writing the introduction of an Hult Business School, their contribution to that field if any A brief account of the significance of an individual in the community. A lengthy biography will bring out more details of a person’s life making it a bit more complex.

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essay good writing Read the topic and sample essay, then study the comments. Click on creative critical thinking School the highlighted text for comments about academic writing conventions; click on the notes in as Pomfret, the margin for commentary on the essay. Birth rates are falling in developed countries. There is one simple reason for this - young people nowadays are just too selfish and too self-centred to have children. And this is particularly true of women. To what extent do you agree with this view? Support your argument with relevant readings and evidence. Countries in the developed world have seen a big shift in attitudes to creative Windermere Preparatory School, population growth.

Several generations ago, it was generally believed that too many babies were being born, and that societies should try to reduce their populations. Nowadays, however, the concern is the reverse - that birthrates are falling too low and that urgent action is needed to encourage people to have more children. But what are the causes of for an essay in Dubai this trend? And how much are the attitudes and critical thinking, lifestyles of young people to blame? This essay will consider a number of explanations for the so-called baby crash. My argument will be that to hold young people responsible is neither valid nor helpful. The best explanation, I believe , is to jobs Centennial, be found in the condition of increased economic insecurity faced by the young. The birth rate has fallen dramatically in many parts of the world. To take several examples, in thinking Preparatory, Europe in 1960, the total fertility rate (TFR) was about conclusion of a persuasive essay, 2.6 births per female, but in 1996 it had fallen to thinking Windermere Preparatory, 1.4 (Chesnais, 1998) . In many Asian countries, similar declines have been experienced. Japan now has a birthrate of only about 1.3, and Hong Kong#039;s has fallen to essay and presentation, below 1.0 (Ichimura and Ogawa, 2000) . Creative Critical? A TFR of the introduction essay Hult School below 2.0 means that a country#039;s population is Preparatory School, not replaced, and thus there is a net population decline.

This ageing of the population has the essay on speech writing d'Overbroeck's, potential to create serious problems. Fewer children being born means that in the long term, a smaller proportion of the populace will be economically productive, whilst a larger proportion will be old and economically dependent - in the form of pension, health care and other social services. Critical Thinking? Most experts agree that these greying societies will not be able escape serious social and essay writing and presentation College, economic decline in the future (Chesnais, 1998). So what are the causes of this trend and what can be done to stop it? One common approach has been to School, lay the blame on young people and their supposedly self-centred values. It is argued that in developed societies, we now live in a post-materialist age, where individuals do not have to be so concerned about basic material conditions to survive (McDonald, 2000a). Thus people, especially the thinking as Pomfret, young, have become more focussed on thinking Preparatory School the values of College self-realisation and the satisfaction of personal preferences, at Windermere Preparatory, the expense of persuasive writing d'Overbroeck's College traditional values like raising a family. Creative Windermere School? A strong version of this view is put forward by Japanese sociologist, Masahiro Yamada (cited in Ashby, 2000) . He uses the term parasite singles to refer to grown children in their 20s and College, 30s who have left school and are employed, but remain unmarried and continue live at home with their parents. These young people are spoilt, he says, and interested only in their own pleasure - mainly in the form of shopping. According to Yamada , it is this focus on self, more than any other factor, that is creative Windermere Preparatory, responsible for writing essay Hult International Business School Japan#039;s languishing birth rate (Ashby, 2000). In other developed countries, there is a similar tendency for creative thinking the young to remain at home enjoying a single lifestyle - and a similar tendency for older people to interpret this as selfishness (McDonald, 2000a).

But is it reasonable to attribute the baby crash to the pleasure-seeking values of the young? The problem with this view is that whenever young people are surveyed about their attitudes to family, not only do they say they want to have children, they also express preferences for family sizes that are, on average, above the replacement level (McDonald, 2000a). As an of a essay Fanshawe example, McDonald quotes an creative critical thinking Windermere School Australian study that found that women aged 20-24 expected to jobs Centennial College, have an average of 2.33 children in critical Windermere Preparatory, their lifetime. Findings like this suggest that the values of the young are not at all incompatible with the essay writing tips d'Overbroeck's, idea of having a family. It seems then that, as young people progress through their twenties and thirties, they encounter obstacles along the way that prevent them from fulfilling their plans to be parents.

Some conservative thinkers believe the main obstacle is the creative critical thinking Preparatory School, changed role and status of women (eg. Norton, 2003). According to this view, because young women now have greater educational and career opportunities than in thinking, previous generations, they are finding the idea of family and motherhood less attractive. Thus, educated middle class women are delaying marriage and creative critical Preparatory, childbirth or even rejecting motherhood altogether. Write Paragraph Essay University In Dubai? It is claimed that women#039;s improved status - which may be a good thing in itself - has had the unfortunate consequence of threatening population stability. But there are several problems with this argument. For one, the lowest TFRs in Europe are found in Spain and Italy (around 1.2), both more traditional, male-oriented societies, which offer fewer opportunities to women. In comparison, Sweden which has been a leading country in advancing the rights of women enjoys a higher TFR (1.6 in 1996) - even though it is still below replacement. Critical Windermere Preparatory? Chesnais (1998: p. Of An Essay International School? 99) refers to this contrast as the feminist paradox and creative thinking School, concludes that empowerment of persuasive writing tips College women [actually] ensures against a very low birth rate (my emphasis) . Creative Windermere School? Another problem with trying to persuasive Fanshawe College, link improved education levels for women to low birth rates is that fertility in developed countries seems to creative, be declining across all education and class levels. In a recent survey of Australian census data, Birrell (2003) found that, whereas the non-tertiary-educated group was once very fertile, its rate of partnering is now converging towards that of write an introductory paragraph for an essay University of Wollongong tertiary educated women.

We can summarise the discussion to this point as follows: Young people today, in spite of what#039;s said about their values, still express a desire to have children. However, few end up having as many as they say they would like. The improved education and career opportunities for women does not seem to be the decisive factor in reducing the number of children that a woman has. These conclusions suggest that there must be something else involved.

Many writers are now pointing to a different factor - the economic condition of young people and their growing sense of insecurity. Peter McDonald (2000a) in his article #039;Low fertility in Australia: Evidence, causes and policy responses#039; discusses some of the things that a couple will consider when they are thinking of having a child. One type of Preparatory School thinking is what McDonald calls Rational Choice Theory, whereby a couple make an assessment of the relative costs and essay jobs, benefits associated with becoming a parent. In traditional societies, there has usually been an economic benefit in thinking Windermere Preparatory, having children because they can be a source of how to write paragraph for an essay University in Dubai labour to help the family. In developed societies, however, children now constitute an economic cost, and critical thinking Windermere Preparatory, so, it is argued, the essay College, benefits are more of a psychological kind - for example, enjoying the status of being a parent, having baby who will be fun and will grow up to love you, having offspring who will carry on the family name etc. The problem, McDonald suggests, is that for thinking Windermere many couples nowadays the economic cost can easily outweigh any perceived psychological benefits. McDonald (2000b) discusses another type of thinking School decision-making - Risk Aversion Theory - which he says is also unfavourable to the birth rate. According to this theory, when we make important decisions in creative thinking Windermere Preparatory School, our lives life, if we perceive uncertainty in our environment, we usually err on the side of safety in order to avert risk.

McDonald points to a rise in essay writing tips, economic uncertainty which he thinks has steered a lot of young people away from life-changing decisions like marriage and parenthood: Jobs are no longer lifetime jobs. There is a strong economic cycle of booms and busts. Geographic mobility may be required for employment purposes (McDonald, 2000: p.15). Birrell (2003) focuses on increased economic uncertainty for men. Referring to the situation in creative thinking Windermere, Australia, he discusses men#039;s reluctance to form families in terms of perceived costs and risks: Many men are poor - in 2001, 42 per cent of men aged 25-44 earnt less than $32,000 a year. Only two-thirds of men in this age group were in full-time work. Writing The Introduction Business School? Young men considering marriage could hardly be unaware of the risks of marital breakdown or the critical thinking Windermere Preparatory School, long-term costs, especially when children are involved (Birrell, 2003: p.12).

And Yuji Genda (2000) in Japan, responding to Yamada#039;s analysis of parasite singles, argues that the failure of young Japanese to leave home and start families is persuasive writing tips, not due to self-indulgence, but is an understandable response to increasingly difficult economic circumstances. Genda (2000) notes that it is the young who have had to bear the brunt of the decade long restructuring of the Japanese economy, with youth unemployment hovering around 10% and a marked reduction in secure full-time jobs for the young. Young people around the world seem to Preparatory, have an increasing perception of economic uncertainty and contemplate something their parents would have found impossible - a decline in essay on speech writing and presentation d'Overbroeck's College, living standards over their lifetime. According to a 1990 American survey, two thirds of respondents in the 18-29 age group thought it would be more difficult for their generation to live as comfortably as previous generations (cited in Newman, 2000: p.505). Furthermore, around 70% believed they would have difficulty purchasing a house, and around 50% were worried about their future. Thinking Windermere Preparatory School? Findings like these suggest that the younger generation may be reluctant to have children, not because they have more exciting things to do, but because they have doubts about essay jobs, their capacity to provide as parents. If we accept that economics has played a significant role in creative critical Windermere School, young people choosing to have fewer babies, then the key to reversing this trend is for governments to persuasive essay, take action to remove this sense of critical thinking insecurity.

A number of policy approaches have been suggested. Some writers have focussed on the need for better welfare provisions for families - like paid parental leave, family allowances, access to child care, etc (Chesnais, 1998). Others have called for more radical economic reforms that would increase job security and raise the living standards of the essay jobs, young (McDonald, 2000b). It is hard to know what remedies are needed. What seems clear, however, is that young people are most unlikely to reproduce simply because their elders have told them that it is selfish to do otherwise.

Castigating the young will not have the critical Windermere Preparatory School, effect of making them willing parents; instead it is likely to d'Overbroeck's College, just make them increasingly resentful children. Ashby, J. (2000). Parasite singles: Problem or victims? The Japan Times. 7/04/02. Birrell, B. (2003). Fertility crisis: why you can#039;t blame the blokes. Critical Windermere School? The Age 17/01/03 p. 14.

Chesnais, J-C. (1998). Below-replacement fertility in thinking School, the European Union: Facts and Policies, 1960-1997. Review of Population and Windermere Preparatory School, Social Policy, No 7, pp. 83-101. Genda, Y. (2000). A debate on Japan#039;s Dependent Singles, Japan Echo, June, 2000, pp. 47-56. Ichimura, S. and N. Ogawa (2000). Policies to meet the thinking, challenge of an aging society with declining fertility: Japan and other East Asian countries. Paper presented at the 2000 Annual Meeting of the Population Association of America, Los Angeles, USA.

McDonald, P. Critical Thinking Windermere School? (2000a). Low fertility in Australia: Evidence, causes and policy responses. People and Place, No 8:2. pp 6-21. McDonald, P. (2000b). Persuasive Essay Writing College? The toolbox of public policies to impact on fertility - a global view. Paper prepared for thinking Windermere Preparatory the Annual Seminar 2000 of the of a essay Fanshawe, European Observatory on Family Matters, Low Fertility, families and Public Policies, Sevilla (Spain), 15-16 September 2000.

Norton, A. (2003). Student debt: A HECS on fertility? Issue Analysis No 3. Melbourne: Centre for creative critical Windermere Independent Studies. Newman, D. Essay Writing D'Overbroeck's College? (2000). Sociology: Exploring the Windermere, architecture of everyday life. California: Pine Forge.

Notice what the question is asking students to do - in this case saying how much they agree with the writing the introduction of an essay International, #039;view#039; in the topic. What do you think? Is this a reasonable explanation for creative critical thinking Windermere the declining birthrate? Hint: always spend some time looking over and thinking about an essay topic before you start your planning and reading for it. As part of this thinking, you should give some thought to what your position (argument) could be. Notice how in the introduction, this student writer: introduces the topic area in of a essay, a general way (ie. declining birthrates) introduces the critical Windermere, main issue to be covered in the essay (ie. why this is happening). Hint: there are many different ways you can begin an essay - if you are stuck, try beginning with i) and ii). In the last part of the introduction, the student introduces his argument. Write An Introductory Paragraph University Of Wollongong In Dubai? Notice how he disagrees with the explanation in the topic, and then offers an alternative explanation. Hint: in creative critical Windermere Preparatory School, the introduction it is always a good idea to state what you intend to argue. In this paragraph, the student considers the first part of the topic - that birth rates have fallen.

This is presented as background information. Conclusion Of A College? Notice how the student begins the paragraph with a claim (that the birth rate has fallen dramatically in many parts of the world) and then supports this with relevant evidence (statistics from Europe and Asia). Hint: in your writing be aware when you are making claims - be aware also of the need to support them with some evidence. After giving some background in critical Windermere Preparatory School, paragraph 2, the student reminds the essay writing, reader what the main issue is - why birthrates have declined? Notice also that the student has seen the issue as a #039;problem#039; - and asks What can be done about it? Hint: always be aware what the main issue is you are addressing in your work. This paragraph mainly summarises the creative Windermere, ideas of those who think young people are to blame for declining birthrates. Notice how in the first part of the paragraph, these ideas are discussed in a general way. In the second part, the student focuses on the ideas of a single writer (Yamada) as a specific example of this view. Hint: always try to find opportunities in your work to engage with the ideas of individual writers. The previous paragraph was concerned with summarising some ideas.

Notice how in this new paragraph, the how to an introductory paragraph University, student provides a critique of these ideas. (Recall the student#039;s argument in the introduction: . to hold young people responsible is neither valid nor helpful). Notice too that the student provides some supporting evidence for this critique - mainly from the work of McDonald. Hint: it is quite OK to criticise the ideas of other writers - in fact many essay topics will specifically ask you to do this. But if you are going to be critical, you need to Preparatory, provide good reasons for your critique. Recall that the topic suggested that young people were to blame for declining birthrates - and conclusion of a, then went on to single out women. In this paragraph, the student takes up this gender issue. Hint: aim to structure your essays so that all issues in the topic are covered - and in critical thinking Preparatory, some logical sequence. In this paragraph the student seeks to dismiss the view that young women are to blame. (There are several problems with this argument).Notice that the student then goes on to explain these problems (For one. Critical Thinking As Pomfret School? ; Another problem is that . ). Hint: the providing of a well-organised critique is something your lecturers will value highly in your work. Recall the second part of the student#039;s argument stated in the introduction: The best explanation is to be found in critical Windermere, the condition of increased economic insecurity faced by the young.

The student now elaborates on of a persuasive essay this part of the argument. Hint: remember that the argument is the key to any essay you write. In the creative critical Windermere Preparatory School, body of your essay, you need to be sure that your argument comes through clearly. Providing evidence for the argument. The student is arguing that economic insecurity experienced by young people is the essay Centennial College, main reason why the creative critical thinking Windermere Preparatory, birthrate is in decline.

Notice how in the rest of the essay, he seeks to support this argument with various forms of evidence. The student presents a range of evidence: several theories discussed by McDonald some research by Birrell comments by persuasive writing d'Overbroeck's College Genda results of a US survey. Hint: it is important to have an argument in your essay. But it is equally important to critical thinking, provide support for what you are arguing. Your essays will be judged mainly on your ability to on speech d'Overbroeck's College, do these two things. There are a number of things happening in the conclusion.

In the first sentence, the student restates his argument - if we accept that. Creative Thinking Windermere? . He then goes on to discuss what could be done to as Pomfret, deal with the problem. In broad terms this is a discussion of the implications of the creative critical Preparatory School, students#039; argument. Notice also how the student mentions the negative implications of the blaming approach. Hint: a conclusion that only restates the argument can be a bit uninteresting. You might also like to consider the implications of your argument - but you should do this briefly. Think: I have argued for this position - so what might follow on from this. You may have noticed that this essay is quite tightly structured. Jobs Centennial? Its paragraph structure can be set out thus: Introduction Background to issue Explanation point 1 - summary student#039;s critique Explanation point 2 - summary student#039;s critique Student#039;s alternative explanation - Evidence 1 - Evidence 2 - Evidence 3 Conclusion.

Hint: always try to thinking Windermere Preparatory School, map out a structure for your essay. Do this before you do too much writing. You may have noticed that the how to an introductory for an University, essay is free of spelling, typographical and grammatical errors. Hint: always read your work very carefully before you submit it. Avoid doing your editing on the screen. Always print out and edit from a hard copy. Note in the references section, you need to list all the texts you have referred to creative critical thinking School, (cited) in the essay - not all the texts you have read, as some students mistakenly believe. Notice that the sample essay refers to a total of nine texts.

This is a good number, and indicates that the student has done a fair amount of reading. Hint: try to include a reference to most of the texts that you read for an essay - so that you can build up a reasonable list of essay on speech references. Of course, all references have to be relevant to your argument. Notice how the student uses I in his essay: The best explanation, I believe, is. And in the previous sentence, another first person pronoun is used: My argument is that . Some students have the impression that they are not allowed to use these words in their written work.

But in thinking Windermere Preparatory School, fact they can often be found in academic writing. In general, the best place to use them is in the introduction - when you are presenting your argument. But if you are concerned that it is not OK to use I, you can use other expressions - which avoid self-reference, but which mean much the same thing, e.g. This essay will argue that . Essay Writing? Remember though, that the really important issue is Preparatory School, not the words you use to present your argument - but that your essay actually has a clear argument. Try to keep your paragraphs a reasonable length. (Most paragraphs in this essay are around 7-8 sentences long.) Citations are used to indicate the source of the ideas you have used in essay jobs Centennial, your essay.

Note that there are two main citation systems: the author-date system (also known as Harvard); the footnote system (also known as Oxford). In this essay, the author-date system has been used. (Always check which system is required in each of your subjects.) Citation 2 (Ichimura and critical thinking Preparatory School, Ogawa, 2000) Citations can be set out in a number of ways. One method is to present some information and essay on speech and presentation College, then provide the citation immediately after it to indicate the source. These are known as #039;information-prominent#039; citations eg: Japan now has a birthrate of only about 1.3, and Hong Kong#039;s has fallen to below 1.0 (Ichimura and Ogawa, 2000). Other formats are considered further on. Citation 3 Masahiro Yamada (cited in Ashby, 2000)

This citation means that the student is dealing with the ideas of Yamada, but actually read about them in Ashby#039;s text. Whilst you should make an effort to read ideas in critical School, their original form, this is not always possible. Essay Jobs Centennial? In such cases, use the #039;cited in#039; format. When you are summarising the ideas of a writer, you need to use reporting expressions like the ones used here: He [Yamada] uses the term . According to Windermere School, Yamada. You use these to distance yourself from certain language. eg. when you are using an informal expression, or a term used by of a others that you don#039;t necessarily agree with. In this paragraph, the student wants to reject the view in the topic - that young people#039;s selfishness is to blame for the declining birthrate.

Notice how he does this in a careful way, by using expressions like: Findings like this suggest that . It seems then that . Being careful about the way you express your claims is a distinctive feature of academic style. When you quote an creative critical thinking Windermere Preparatory School author (like Chesnais here) you need to critical as Pomfret, use quotation marks, and indicate the exact page number in the citation. Sometimes you may need to change the wording of the quote slightly so that it fits into your sentence. If you need to add/change any words, use [ ]; if you need to delete words, use . (Whilst it is OK to creative critical thinking Windermere, change the wording of a quote, you must never change its sense.) Use italics when you want to emphasise a word. (When you do this in a quote, you need to indicate that it is your emphasis.)

It#039;s OK to use dot points in an essay (or numbered points here), but use them very sparingly. Citation 4 Peter McDonald (2000a) . discusses. Notice how in some citations the essay Business School, author can be part of the sentence: Peter McDonald (2000a) . discusses some of the things etc. This is known as an #039;author-prominent#039; citation and is very common in creative critical thinking Windermere Preparatory School, academic writing. Notice the use of reporting verbs in this citation type (discusses). Use #039;inverted commas#039; for the title of an article. Use italics for the title of a book. Notice some of the other reporting expressions used in the student#039;s summary of Peter McDonald#039;s ideas: . what McDonald calls. . McDonald points to persuasive essay Fanshawe, . . which he thinks.

It#039;s very important to make it clear to thinking Windermere, your reader when one paragraph ends and a new one begins. In this paragraph (#9), there is some potential for confusion. Notice how the persuasive essay writing tips d'Overbroeck's, student has used indenting to make this clear. Quotes of more than one sentence in length should be separated from the main text. Notice how these are indented and are in a slightly smaller font. Again you should indicate the page number. You only have to provide a separate list of references when you use the critical Windermere Preparatory School, author-date system. Entries should be set out in alphabetical order. Each entry should generally be set out in the following order and format: Author family name, Initial. (date). Of A Essay Fanshawe College? Title. Creative Critical Windermere Preparatory School? Place: Publisher.

It is becoming increasingly common for essay jobs Centennial College students to refer to sources from the world wide web in their essays. In addition to providing author and title of site, you need to thinking Preparatory School, include: the URL for the site when you accessed the essay writing and presentation d'Overbroeck's, site. Although web references can be very useful, you obviously need to creative critical thinking School, exercise some caution - there is conclusion persuasive, a lot of junk around. Check all sites carefully to critical thinking Preparatory School, be sure the information provided has credibility (.edu and essay College, .org sites are generally the more reliable). Problems? Questions? Comments?

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