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book report sheets In his latest surefire bestseller, Coben explores the big secrets and courseowrks London little lies that can destroy a relationship, a family and define critically Combe School even a town. Courseowrks! Denise Kiernan Tells the Fascinating Story Behind the Nation#039;s Largest Residence. The story of the Gilded Age mansion Biltmore spans World Wars, the Jazz Age, the persuasive Bishop’s College School Depression and generations of the famous Vanderbilt family. Courseowrks London! Art Garfunkel Has Written a Memoir (of Sorts) WHAT IS IT ALL BUT LUMINOUS is a lyrical autobiography chronicling Garfunkel#39;s time as one half of writing Switzerland, one of the most successful musical duos, his solo career, and his musings on life, love, marriage and fatherhood. Michael Korda Chronicles the Outbreak of WWII and the Great Events that Led to courseowrks DLD College, Dunkirk. ALONE captures the critically Monkton Combe School enveloping tension that defined pre-Blitz London and the remarkable events that would alter the courseowrks course of the 20th century. A Magical, Provocative Tale of write and essay, Forbidden Love and One Girl#039;s Struggle for Liberation. In HANNA WHO FELL FROM THE SKY, Christopher Meades takes readers on an emotional journey into a fascinating, unknown world. Courseowrks DLD College London! We#039;re Giving Away a Different Book on Select Days in Bishop’s College, September and October. Today#39;s prize book is ALL THE UGLY AND WONDERFUL THINGS by Bryn Greenwood. DLD College! Enter by define critically Monkton, Friday, October 6th at 11:59am ET.
Does reading news and courseowrks DLD College articles online and being active on Ellesmere social media take time away from courseowrks your book reading? Please check all that apply. Tell us about the books you’ve finished reading with your comments and a rating of define evaluate, 1 to 5 stars. During the contest period from September 22nd to October 6th at noon ET, three lucky readers each will be randomly chosen to win a copy of DLD College, DON#39;T LET GO by Harlan Coben and MANHATTAN BEACH by of essay, Jennifer Egan. Tell us about the audiobooks you’ve finished listening to with your comments and a rating of 1 to 5 stars for both the DLD College performance and the content. During the contest period from October 2nd to November 1st at persuasive School, noon ET, two lucky readers each will be randomly chosen to win the audio versions of Dan Brown#39;s ORIGIN, read by Paul Michael, and John Grisham#39;s THE ROOSTER BAR, read by Ari Fliakos. Our Bookreporter newsletter has a new mobile-friendly format that is getting raves from readers! Not signed up yet? Subscribe here. Curious about what books will be released in the months ahead so you can pre-order or reserve them? Then click on the months below.
The following are lists of new paperback releases that we think will be of interest to you. October#39;s Books on Screen roundup includes the feature films The Mountain Between Us , Wonderstruck and The Snowman ; the season finales of Get Shorty and Chesapeake Shores, along with the season two premiere of The Shannara Chronicles and the continuation of the second season of Queen Sugar; and the DVD release of The Wizard of Lies . Each month we spotlight a selection of Young Adult (YA) titles that we believe are great reads for adult readers. Explore our picks here! Bookreporter.com#39;s Fall Preview Contests and Feature. Fall is known as the biggest season of the year for books. The titles that release during this latter part of the year often become holiday gifts, and many are blockbusters. To celebrate the arrival of fall, we are spotlighting a number of outstanding books that we know people will be talking about in courseowrks DLD College, the days and months to come. We are hosting a series of 24-hour contests for these titles on select days in September and October, so you will have to check the site each day to see the featured prize book and enter to win. Today#39;s prize book is ALL THE UGLY AND WONDERFUL THINGS by Bryn Greenwood. The deadline for entries is College School Friday, October 6th at 11:59am ET.
New Release Spotlight: HANNA WHO FELL FROM THE SKY by Christopher Meades. London! Hanna has never been outside her secluded community of Clearhaven. Persuasive Essay College! She has never questioned why her father has four wives or why she has 14 brothers and sisters. And in only one week, on her 18th birthday, Hanna will follow tradition and courseowrks become the Ritz Switzerland fifth wife of a man more than twice her age. But just days before the wedding, Hanna meets an enigmatic stranger who challenges her to question her fate and to follow her own will. And when her mother reveals a secret --- one that could grant her the freedom she#39;s known only in her dreams --- Hanna is London forced to decide whether she was really meant for something greater than the claustrophobic world of Monkton Combe, Clearhaven.
Bookreporter.com Bets On: BEST DAY EVER by courseowrks DLD College, Kaira Rouda. In BEST DAY EVER by prompts Cesar Сolleges, Kaira Rouda, Paul Strom, an advertising executive, has planned a wonderful day for his wife, Mia, keeping in mind all of the things that will make her happy. They head towards their lake home for a getaway where he has planned every romantic gesture. I found myself thinking how lovely it would be to have someone plan a day like this for me. But as they drive, readers see sparks of an London idea that things may not be as harmonious as we thought. A prisoner in a secret cell. An Essay The Baptist Diocesan School! The guard who has watched over him a dozen years.
An American waitress in Paris. Courseowrks! A young Palestinian man in Berlin who strikes up an odd friendship with a wealthy Canadian businessman. And The General, Israel#39;s most controversial leader, who lies dying in a hospital, the only man who knows of the prisoner#39;s existence. From these vastly different lives, Nathan Englander has woven a powerful portrait of meaning writing University, a nation riven by insoluble conflict, even as the lives of its citizens become fatefully and inextricably entwined. A Hungarian warehouse owner lies in London, the middle of his blood-sodden office, pierced through the chest with a bayonet and guidelines College eerily surrounded by 17 candles, their wicks dipped in blood. Suspecting the murder may be rooted in ethnic prejudice, Commander William Monk turns to London’s Hungarian community in search of clues but finds his inquiries stymied by courseowrks London, its wary citizens and a language he doesn’t speak. Only with the help of a local pharmacist acting as translator can Monk hope to penetrate this tightly knit enclave, even as more of write Epsom College, its members fall victim to identical brutal murders. But whoever the killer --- or killers --- may be, they are well hidden among the city’s ever-growing populace.
The stories in FIVE-CARAT SOUL --- none of London, them ever published before --- spring from the High place where identity, humanity and history converge. James McBride explores the ways we learn from the world and the people around us. An antiques dealer discovers that a legendary toy commissioned by Civil War General Robert E. Lee now sits in the home of a black minister in Queens. Five strangers find themselves thrown together and face unexpected judgment. An American president draws inspiration from a conversation he overhears in a stable. And members of The Five-Carat Soul Bottom Bone Band recount stories from their own messy and DLD College hilarious lives. For Me College! Alex Blum had one goal in life: endure a brutally difficult selection program, become a U.S. Army Ranger, and fight terrorists for his country. He poured everything into achieving his dream.
In the first hours of his final leave before deployment to Iraq, Alex was supposed to courseowrks DLD College London, fly home to see his family and girlfriend. Instead, he got into his car with two fellow soldiers and two strangers, drove to a local bank in Tacoma, and an essay Diocesan High School committed armed robbery. Why would he ruin his life in such a spectacularly foolish way? In the midst of his own personal crisis, and in the hopes of helping both Alex and his splintering family cope, Ben Blum, Alex’s first cousin, delved into these mysteries, growing closer to DLD College, Alex in the process. Based on true events in 19th-century Ireland, Hannah Kent#39;s new novel tells the story of arguments Bishop’s, three women, drawn together to rescue a child from London a superstitious community.
Nora, bereft after the death of her husband, finds herself alone and caring for Saint John The Baptist Diocesan School her grandson Micheál, who can neither speak nor walk. A handmaid, Mary, arrives to help Nóra just as rumors begin to spread that Micheál is a changeling child who is bringing bad luck to the valley. Determined to banish evil, Nora and Mary enlist the help of Nance, an elderly wanderer who understands the courseowrks London magic of the old ways. Twenty-something bartender Jason Bishop’s world is shattered when his estranged father commits suicide. But the greater shock comes when he learns his father was a secret agent in the employ of the critically evaluate Combe Invisible Hand, an ancient society of spies wielding magic in a centuries-spanning war. Courseowrks! Now the Golden Dawn --- the shadowy cabal of witches and warlocks responsible for Daniel Bishop’s murder, and the death of Jason’s mother years before --- have Jason in persuasive guidelines Ellesmere, their sights. His survival will depend on mastering his own dormant magic abilities, provided he makes it through the training. Jason#39;s journey through the realm of magic will be fraught with peril. But with enemies and allies on both sides of DLD College London, this war, whom can he trust? Twenty years ago, college student Axel Prince Wolfe --- heir apparent to his Texas family#39;s esteemed law firm and for writing Saint John The Baptist High its shade trade criminal enterprises --- teamed up with his best friend, Billy, and a Mexican stranger in a high-end robbery that went wrong. Abandoned by his partners, he was captured and imprisoned, his family disgraced, his wife absconded, his infant daughter Jessie left an orphan.
Two decades later, with 11 years still to serve, all Axel wants is to see the woman his daughter has become. When the chance comes to escape in the company of Cacho, a young Mexican inmate with ties to a major cartel, Axel takes it. But a startling discovery reignites an DLD College old passion and sends Axel headlong toward reckonings many years in the making. A whaler#39;s daughter, Flora Mackie first crossed the steps John The Baptist Arctic Circle at the age of 12, falling in love with the cold and courseowrks London unforgiving terrain and forging lifelong bonds with the Inuit people who have carved out an existence on steps an essay John The Baptist Diocesan High School its icy plains. She sets out to become a scientist and polar explorer, despite those who believe that a young woman has no place in this harsh world, and in 1892, her determination leads her back to northern Greenland at the head of courseowrks London, a British expedition. Yearning for wider horizons, American geologist Jakob de Beyn joins a rival expedition led by define Combe, the furiously driven Lester Armitage. When the London path of Flora#39;s expedition crosses theirs, the three lives become intertwined. Persuasive Essay Guidelines Ellesmere College! Hope is like a road in the country; there was never a road, but when many people walk on it, the courseowrks DLD College London road comes into existence.
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Assessment and DLD College, Results Policy (MPF1326) The objective of this policy is to for me Epsom College provide a framework for the design, delivery and implementation of assessment of students in courseowrks DLD College, award and steps John Diocesan, non-award courses and subjects. Assessment is designed to contribute to courseowrks DLD College London high quality learning by students, and to allow for quality assurance and the maintenance of high academic standards. 2.1. This policy applies to: (a) students enrolled in all coursework degrees and subjects, including theses in coursework courses.
(b) staff developing and delivering coursework degrees and subjects; and. (c) assessment in undergraduate and and essay for me Epsom, graduate award and non-award coursework courses and subjects. 2.2. Courseowrks. This policy does not apply to theses in graduate research courses which are covered by the Graduate Research Training Policy or to students undertaking Community Access Programs in non-assessed mode. Assessment and determination of results. 4.1.
Every enrolled student is assessed unless they have been excluded from assessment. 4.2. Student results in a subject are determined by the means specified in the course and subject approval instrument, and detailed in the Handbook and writing University, subject outline. 4.3. Components of assessment may be administered in any form and subject to any conditions specified in courseowrks London, the subject outline. 4.4. Students enrolled in a subject must be available, prepared and equipped for the time, place and mode of assessment, including being available in the scheduled examination and assessment period, and the supplementary assessment period, for the subject. 4.5. Absence or lateness due to misreading the timetable or similar error does not entitle a student to any further examination or assessment. 4.6.
The final results for any subject are not officially notified to students before the completion of assessment in that subject and formal publication by the Academic Registrar. Exclusion from assessment by the Academic Registrar. 4.7. The Academic Registrar may direct that a student be excluded from attempting any component of assessment, or that the results obtained by the student in write Epsom, any assessment be withheld, if the student: (a) has not paid all fees or charges owed to the University; (b) has not paid all fines or other penalties imposed on them; and/or. (c) has failed to comply with any requirement of the Academic Board under its regulation, policies or procedures. 4.8. The Academic Registrar must inform the relevant dean of any directions given under 4.7. Exclusion from assessment by a dean.
4.9. A dean may exclude a student from attempting any component of assessment, or place any conditions the dean thinks fit on a student’s attempt at a component of assessment, if the student fails to: (a) attend any required class; (b) submit any required assessment tasks; and/or. (c) perform any required practical, laboratory, field or clinical work. 4.10. London. The dean must allow the meaning writing University of Hertfordshire (Navitas) student to be heard by DLD College London, him or herself or a committee appointed by the dean prior to article writing prompts Cesar reaching a decision. 4.11. The dean must establish a board of examiners (BoE) for each subject. 4.12. The BoE consists of at least: (a) all examiners in the subject, including persons designated as additional examiners; and. (b) subject to section 4.13, the London head of the appropriate department. 4.13.
The dean or a person nominated by the dean takes the place of the head of department on for writing an essay Diocesan School, the BoE if: (a) the head of department so requests; or. (b) no lectures are given in courseowrks, the subject; or. (c) two or more departments share responsibility for giving lectures in the subject. 4.14. The head of the relevant department or an academic staff member nominated by meaning of essay writing University (Navitas), the dean, chairs the BoE.
4.15. The quorum for courseowrks London a BoE is Cesar Switzerland, two academic staff members. 4.16. Clinical assessment - Medicine and Dental Science. (a) Every examiner in a subject in Medicine involving clinical assessment must be a medical practitioner of at least three years' standing. (b) Every examiner in a subject in Dental Science involving clinical assessment must be: i. DLD College. a person registered as a dentist under the Dental Practice Act 1999; or. ii. a medical practitioner; or. iii. a member of the academic staff of a dental school.
4.17. The chairperson of a BoE may, with the approval of the dean, appoint assistant markers to assist the examiners in any subject. 4.18. If a subject pertains to more than one faculty: (a) the deans of each of the faculties concerned decide which faculty is to be regarded as the appropriate faculty for the purposes of evaluate Monkton, this policy. i. agreement is not reached by the deans as to which faculty is to be regarded as the appropriate faculty for the purposes of this policy; or. ii. London. doubt exists as to write Epsom College the department or faculty to which a subject pertains, the matter will be decided by the President of the courseowrks London Board. 4.19.
The Board has oversight of assessment and is responsible for overall quality assurance and continuous quality improvement in assessment across the University. 4.20. The BoE is responsible for the design, preparation, administration, marking and grading of all components of assessment. 4.21. Define Combe. The dean is DLD College, responsible for the management and article writing prompts Ritz, supervision of faculty-based, formal, supervised written examination. 4.22. Upon request of a dean, the Academic Registrar is courseowrks, responsible for the management and writing Ritz Сolleges Switzerland, supervision of courseowrks London, centrally scheduled, formal, supervised written examinations that are of 2 or 3 hours duration. 4.23. An Essay Saint John The Baptist Diocesan High. Deans must ensure that subject co-ordinators whose subjects include centrally organised examinations as part of the assessment: (a) provide the Academic Registrar with a copy of the examination paper(s) by the date set by Academic Registrar; (b) be present at the primary examination venue during the reading time in courseowrks DLD College London, order to Bishop’s School respond to student queries and courseowrks DLD College London, answer any questions from write and essay for me College examination supervisors regarding authorised materials; and.
(c) be available by telephone for the duration of the courseowrks London examination. Assessment design, marking and grading. 4.24. Assessment and grading in subjects must be criterion-referenced and aligned to University of Hertfordshire specific subject learning outcomes, including the graduate attributes and the generic skills they encompass. 4.25.
Assessment tasks must: (a) clearly link teaching objectives, content, learning and teaching activities and learning outcomes at the subject level; and. (b) be designed to accurately evaluate the knowledge and skills that a student has obtained up to the point at which the courseowrks DLD College task is completed. 4.26. Assessment tasks in subjects core to a major must be aligned to the major’s learning outcomes, which must in turn be aligned to the course learning outcomes, the graduate attributes and the generic skills they encompass. 4.27. Assessment tasks in compulsory subjects must be aligned to the course learning outcomes, the graduate attributes and the generic skills they encompass. 4.28. Assessment must be balanced to provide diagnostic, timely and meaningful feedback on formative assessment tasks, as well as summative judgments about academic performance.
4.29. Assessment must be fair, equitable, inclusive, objective and auditable and meet the needs of a diverse student population. 4.30. Grading must be designed to record and College, report whether or not students have demonstrated an overall level of performance that warrants successful completion of a subject and to allow excellent achievement to be recognised and rewarded, in accordance with the approved marking scheme for that subject. 4.31. Assessment arrangements must ensure that reliable and consistent judgments about student performance are made. 4.32. Student achievement in individual subjects must be graded in accordance with the University grading scheme. 4.33. Examinations are to be marked anonymously as far as practicable. 4.34.
Re-marking must be done anonymously as far as is practicable without reference to the original mark or the examiners comments. 4.35. Staff must not be responsible for assessment of a student with whom they have, or have had, a significant personal or other relationship which creates a conflict of interest. Conflicts of interest must be declared to the chair of the BoE who must manage the courseowrks DLD College London process of assessment for the affected student. 4.36. Assessment arrangements should ensure that student and staff workloads are taken into account as far as practicable. Academic integrity and and essay for me Epsom College, assessment design. 4.37. Where particular discipline specific protocols for acknowledging the DLD College London work of steps Saint John The Baptist High School, others exist, the courseowrks dean must make these available to students undertaking studies in that discipline. 4.38.
The BoE must ensure that: (a) as far as possible, the same assessment task and questions are not set for define evaluate Monkton Combe School subsequent offerings of the same subject; (b) when an assessment task requires students to courseowrks DLD College consult text and/or online resources in the preparation of their assessment task, and meaning writing, therefore requires them to appropriately reference these resources, a component of the marks for the task should be explicitly assigned to this aspect of the student’s work; (c) assessable tasks are to be designed in ways that do not encourage or promote any form of academic dishonesty, including plagiarism and collusion; and. (d) in regard to assessment tasks for group work, particular care must be taken to London explain to students what level of cooperation and collaboration is acceptable for each task, and what may be considered academic misconduct. 4.39. The BoE must ensure that if a subject is offered at more than one location or in arguments College School, more than one mode of study subject learning outcomes are the same. 4.40. Courseowrks London. The Board must monitor equivalence. Assessment weightings and guidelines College, amounts. 4.41. Each assessment component is courseowrks London, assigned a weighting, expressed in terms of the percentage of the total mark in the subject. 4.42.
The BoE must design subjects in accordance with the accepted assessment amounts and weightings, and their equivalences, published by the Academic Secretary on the Board’s Course Approval and Management Procedures (CAMP) website. Provision of assessment task information. 4.43. Article Writing Prompts Cesar Ritz. The BoE must ensure that all Handbook subject descriptions include the courseowrks London fixed assessment requirements for the subject including: (a) type of assessment task; (b) length in words or time equivalent; (d) percentage weighting of the item; and. (e) any special requirements, including hurdles. 4.44. The BoE must ensure that all variable assessment requirements in a subject reflect the fixed components and are included in the subject outline as soon as practicable, but no later than within the persuasive College first two weeks, or the first quarter of the teaching period, whichever occurs first, including: (a) detail of the requirements of courseowrks DLD College, each piece of assessment and the tasks included in each piece of assessment; (b) the specific due date for submission or performance of each component of assessment; (c) the steps for writing Diocesan High format for submission; (d) the courseowrks London prescribed style guide including citation styles; (e) penalties that apply to late submission, exceeding word limits or incorrect format of submission; (f) penalties that apply to failing to cite correctly; (g) the expected date for return of results for the assessment task; (h) where relevant, guidelines for a resit of of essay writing of Hertfordshire, a test or examination; (i) where relevant, guidelines for being excused from an assessment task.
4.45. The BoE must ensure that information about special consideration and London, extension arrangements for the subject are published in the subject outline. 4.46. Ellesmere. The BoE may set penalties for non-compliance with assessment requirements, and must ensure any assessment penalties are applied equally to London all students enrolled in a subject and that the penalty is proportionate based on all of the following: (a) the level of the subject; (b) the length of time allocated to complete the assignment (e.g. a penalty may appropriately be more severe for a short-term task that is late by arguments Bishop’s College School, the same number of days as a longer task that is undertaken over many weeks); and. (c) the nature of the task. 4.47.
The BoE must ensure that: (a) clear assessment criteria are published with the details of each assessment task in the subject outline; and. (b) assessment standards are explicit, and provide an courseowrks, explanation or example of the qualities of work required to achieve particular grades. Persuasive. Explanations of assessment criteria are: i. specific to DLD College each task; ii. clearly worded in plain English; iii. sufficiently detailed so as to provide guidance to (Navitas) students undertaking assessment tasks, but not so detailed as to make the task meaningless (i.e. by providing ‘the answer’); iv. justifiable (i.e. Courseowrks DLD College London. linked to the learning objectives of the subject); v. except for pass/fail subjects, structured to enable differentiation between levels of performance; vi. Steps For Writing School. appropriate to assessment weightings (i.e. of sufficient detail given the relative importance of the task); and. vii. supported by a verbal or written statement about what constitutes the various levels of performance (e.g. Courseowrks London. what constitutes ‘outstanding’ versus ‘adequate’ level work and examples of each where practical) 4.48. Where a hurdle requirement is part of the assessment for a subject, the particular nature of the Bishop’s requirement, and the consequences for courseowrks London failing to meet it, must be published in the subject outline. 4.49. Students who do not satisfy the guidelines hurdle requirements in a subject fail that subject, even if they have obtained more than 50% of the courseowrks DLD College London marks available by completing other components of assessment.
4.50. Writing Prompts Cesar Ritz Сolleges. A BoE may also set pass/fail hurdle requirements where a task (such as practical work): (a) is courseowrks DLD College, not able to be graded; and. (b) where the final result in the subject is steps for writing an essay Saint John The Baptist Diocesan High, dependent on performance in theoretical work weighted at 100%of the DLD College assessment. 4.51. The BoE must ensure that drafted examination papers are checked by two academic staff to reduce the incidence of error. The subject co-ordinator must declare in write and essay for me Epsom, writing that the process has been followed. 4.52.
Draft, and final, electronic and hard copy examination papers must be stored securely. If a breach of security occurs or reasonable suspicion exists that a breach has occurred prior to the examination, a new paper must be written before the examination takes place. 4.53. If a breach is detected following commencement of the examination, the BoE must decide an appropriate outcome that maintains the integrity of the subject, including whether an alternative assessment task will be administered. 4.54. Staff in breach of handling and London, storage rules may be subject to disciplinary action. 4.55. Persuasive Arguments College. The dean must retain all examination script books and other associated materials, including marking guidelines and criteria, for six months from the publication of results or, where there is an appeal, six months after finalisation of the appeal.
Materials must be destroyed in accordance with the University’s records destruction processes. Copies of past examinations are placed in the library unless the Academic Registrar authorises otherwise. Group, collaborative and DLD College London, syndicate work. 4.56. When setting group tasks and collaborative work as assessment tasks, the BoE must ensure that: (a) the tasks are carefully planned to ensure that contributions from all students to a project or task are equal, or that where they are not, marks are assigned to individuals on the basis of their contribution; (b) assessment marking criteria indicate how particular aspects of the group activity and the final product, relate to the learning outcomes and Bishop’s School, objectives of the subject; and. (c) where teamwork and cooperation are to be assessed as part of group work, the marking criteria clearly outlines how performance on these aspects are judged by the examiner. Assessment of students on professional placements.
4.57. Assessment in professional placements must reflect the courseowrks DLD College London stated placement subject learning outcomes and be based on evidence supplied by the student, the host supervisor, and the placement coordinator, as appropriate. 4.58. The assessment process must ensure, as far as possible, that all students are treated equally. 4.59. Students must receive ongoing feedback during the an essay Saint Diocesan High placement, provided by courseowrks London, the placement coordinator and/or host supervisor. 4.60.
On completion of the Cesar Ritz Сolleges Switzerland professional placement, students must receive formal written feedback from the host supervisor and/or the placement coordinator. 4.61. Students must be given the opportunity to provide feedback on the professional placement. 4.62. The BoE must be mindful of the formal University assessment periods when setting assessment tasks.: (a) Wherever possible, students should be provided with meaningful formative assessment tasks early in the teaching period, as early assessment of performance may assist in identifying students ‘at risk’ and addressing academic performance issues. (b) In first year undergraduate subjects, at least one assessment component must be set so that it is submitted, marked and returned to the student within the first 6 weeks of the teaching period to allow students to act on the feedback in preparation for final assessment. (c) The final piece of assessment in courseowrks DLD College, a subject is due within the defined assessment period for the subject, following the conclusion of steps an essay Saint John High, teaching. (d) Assessments tasks or due dates for assessment tasks must not be scheduled during a ‘swot-vac’ period. (e) As far as practicable, assessment tasks across compulsory subjects in a course are timed to avoid overloading students.
4.63. The BoE must ensure that agreed documented assessment marking criteria are used to set standards which: (a) ensure alignment between learning outcomes and assessment; (b) ensure, as far as practicable, that every examiner and assistant marker in courseowrks, the subject applies the same marking standard to demonstrate equity of marking; and. (c) reduce the number of differences in marking during moderation of results. 4.64. The level of detail appropriate in marking criteria depends on the task, subject year level, weighting of the assessment component. 4.65.
Marking criteria must align with the explanation of assessment criteria provided to meaning University of Hertfordshire students. 4.66. The BoE must ensure that all staff marking assessment tasks apply the approved marking criteria to London assist in fair and equitable treatment of students. 4.67. Of Essay Writing University Of Hertfordshire. Where appropriate and practicable, the BoE will arrange for assessment tasks to be marked anonymously.
4.68. As far as practicable, information identifying students (other than student numbers) are not to DLD College be combined with the marks allocated to their work until the end of the marking process. 4.69. Anonymous marking is writing Сolleges, unlikely to be practicable and appropriate in some situations including: (a) group projects, where each participant’s contribution might need to be established; (b) small-weight, regularly submitted assessment tasks where a student’s identity must be known to courseowrks London enable tracking of for writing an essay John Diocesan High, a student’s progress through continuous or ongoing assessment activities; (c) small classes, where the marker would likely be able to identify the student from the content of an assessment task; (d) oral examinations; (e) thesis examinations; (f) examination of work-based learning; (g) examination of studio performance; (h) examination of courseowrks DLD College London, laboratory-based and clinical learning; (i) examination of creative, design or technical work produced under the supervision of academic staff; or. (j) where it is pedagogically appropriate for teaching staff to writing Ritz Switzerland know the courseowrks London names of the students they are assessing and to exercise a professional judgement about a student’s attainment of the objectives of the subject, in order to provide appropriate feedback. 4.70. To facilitate anonymous marking, examination instructions specify that students must not write their name anywhere on the examination paper, script books or answer sheets. 4.71. Examination supervisors must verify, at the time of an examination, the accuracy of the student identity information students enter on the examination documentation.
4.72. Persuasive. Where a BoE conducts an examination (such as a departmental examination), the principles at 4.70 and London, 4.71 are used wherever practicable to facilitate anonymous marking. 4.73. Double marking is only required for failed assessment tasks where a student has failed the subject overall. 4.74. A student can only for writing an essay The Baptist Diocesan School, be deemed to have failed a subject after each failed assessment component in the subject (except class participation) has been marked by two independent examiners or assistant markers, at least one of whom is courseowrks London, a member of the BoE or authorised to mar by define evaluate School, the BoE chair. 4.75.
Wherever possible, copies of submitted work will be retained, whether failed or passed, until six months after the conclusion of the assessment in the subject, to enable double marking as required. 4.76. In cases where it is not possible for an assessment task to be marked at two different times (e.g. performance or oral presentation), two examiners should be present at the execution of the assessment task and agree on a mark to be awarded or a recording of the courseowrks DLD College assessment task used for the second marking. 4.77. To ensure that assessment is perceived to be unbiased, the chair of the BoE must: (a) be aware of, and act to mitigate, any potential conflict of meaning writing University, interest; and. (b) ensure that standard marking practices (for example ensuring anonymous marking, or seeking double marking of assignments where appropriate) are exercised to eliminate any perception of bias. 4.78. The BoE determines whether each student has passed each subject, and the grade and mark to be awarded, or, where this cannot be determined, the offer of additional assessment where appropriate. 4.79. The availability of additional assessment and reassessment must be published in the subject outline.
Further assessment (supplementary assessment) 4.80. The BoE may allow a student to undertake further assessment if the examiners are in doubt as to whether the student has passed or otherwise satisfied the assessment requirements; or the grade to be awarded to the student. 4.81. Further assessment: (a) must be undertaken before publication of the results for the assessment task; (b) in any form and subject to any conditions specified by the BoE. 4.82. Re-assessment is not available in all courses. The dean determines the availability of courseowrks London, reassessment and publishes applicable details in subject outlines. 4.83.
The dean may only offer a student reassessment as a second attempt at passing a subject if a borderline failure in a single subject (other than a research project or thesis) has a significant impact on the student’s progression through their course. 4.84. A borderline failure is essay, usually a mark of 45% or more, however the dean may apply a 40% mark threshold where failure may have a significant impact on courseowrks DLD College London, course progression. 4.85. The BoE determines the form of reassessment to be offered to students. 4.86. A student who has successfully undertaken reassessment can only be awarded a maximum mark of 50% (pass grade).
4.87. To ensure consistency and equality of outcomes, the article writing Cesar Сolleges Switzerland dean must monitor and review the distribution of grades awarded in each subject. 4.88. The dean is not required to conform to a specific distribution of grades, but any distribution method must be applied consistently within a subject. Re-scaling/standardisation of marks. 4.89. The BoE may authorise the moderation or standardisation of London, provisional results of a subject where: (a) an error has been identified in the application of marking guidelines; (b) the results for a cohort are disproportionate; (c) an irregular distribution of grades is observed (that is, where results are outside an appropriate distribution). 4.90. Whenever adjustment takes place it must be documented and transparent, and the method defined and available to persuasive arguments students. 4.91.
Moderation or standardisation must respect the determination of a pass or fail result as a separate judgement. 4.92. London. The teaching department retains uncollected assessment tasks for at least six months following release of final results in define Monkton Combe School, the relevant subject. 4.93. Assignments are also retained, if part of a dispute over assessment, until six months after the dispute is resolved. 4.94. Following the six month period or resolution of the dispute assignments are disposed of courseowrks DLD College, as confidential waste according to Cesar Сolleges University process. 4.95. Courseowrks London. A dean may grant an additional assessment in a subject to persuasive arguments Bishop’s College School a student who has a maximum of 12.5 points required to complete the degree, if: (a) the subject was undertaken in London, the student’s final teaching period: (i) the student achieved a final result between 40 49%; and. (ii) is worth 12.5 credit points or less.
(b) the article writing Ritz Сolleges Switzerland subject was undertaken in the penultimate teaching period and is not offered in DLD College London, the student’s final teaching period: (i) the student achieved a final result between 40 49%; (ii) the subject is compulsory for their degree or major; and. (iii) is worth 12.5 credit points or less. 4.96. Final subject assessment is only available once to a student in steps Saint John The Baptist Diocesan School, respect of a particular course. 4.97. Final subject assessment is not available in all courses or all subjects. 4.98. Final subject assessment is not available if: (a) failure in the subject was caused by courseowrks DLD College, student academic misconduct; or. (b) a student was awarded a NH grade due to failure to participate in a component of assessment that was a hurdle requirement or failure to writing prompts Cesar Ritz Сolleges attend or participate in the subject as required. 4.99.
The B0E must determine the form of final subject assessment to be offered. 4.100. Examiners can award a maximum mark of 50% (pass grade) in a subject where final subject assessment has been offered and satisfactorily completed. Review of assessment of student work. 4.101. Courseowrks DLD College. A BoE may review an item of for me, assessment to determine whether: (a) the assessment item was correctly marked; and / or. (b) the aggregate marks for assessment components have been taken into account.
4.102. A student may request a review of a result in DLD College, an assessment task within 10 business days after the arguments Bishop’s School publication of the results for the assessed item unless, in London, exceptional circumstances, the and essay College dean allows a longer period. The request must include a rationale. 4.103. Students are not automatically entitled to have their result reviewed or their work marked by a different examiner. Students should initially seek feedback on courseowrks DLD College, their mark. After doing so, and if the student wishes to pursue an allegation of an error in academic judgement by an examiner, the chair of the BoE must determine whether the original mark was appropriately reached according to established marking criteria. 4.104.
Where the chair of the BoE determines that the original mark was appropriately reached, in Ellesmere College, accordance with the marking criteria, the mark will not be reviewed further. 4.105. London. If the chair of the BoE allows a review, and evaluate Monkton Combe, remarking, following the review, a BoE may: (a) award an improved mark; (b) decide that the original mark stands; or. (c) award a lower mark. 4.106. The dean must ensure that students are provided with formative and summative feedback about their academic performance.
4.107. Examiners must not communicate with students about the DLD College London result of an assessment component before the results of that component are released, and feedback should only be given once results are released. 4.108. For Writing Saint John High School. A student wishing to enquire about an assessment component prior to the publication of results should make an application in writing to the Academic Registrar. 4.109. Feedback and comments to students should indicate how the DLD College London student has performed against the assessment criteria. Wherever possible, comments should further indicate how a student can improve their performance. 4.110. Meaning Writing University Of Hertfordshire (Navitas). Students may request access to courseowrks their examination scripts by making a request in writing to the dean/subject coordinator by the end of the second week of the arguments Bishop’s College School following teaching period. 4.111. The dean must provide appointment times for students with examiners after return of results on each assessment component to allow students to address any problems / poor performance and/or be able to access support services of the University provided for them if required.
4.112. The chair of the courseowrks DLD College London BoE must ensure that examiners in each subject are available to provide feedback to students about their performance after the release of write and essay for me, results in DLD College London, that subject. 4.113. If requested, examiners must provide students with a detailed account of write and essay for me Epsom, their marks for a subject, including the marks awarded to each assessment component and the calculation used to determine the final overall subject mark and grade. 4.114.
The University recognises that the ability of a student to complete assessment or meet assessment deadlines may be genuinely and significantly affected by: (a) exceptional and extenuating circumstances outside the student’s control; or. (b) events or circumstances of national or state significance within cultural, sporting, military, emergency service or legal domains which require a student’s participation. 4.115. DLD College. Reasonable and equitable assessment adjustments may be provided and must ensure: (a) the academic integrity of assessment of learning outcomes for subjects or courses; and. (b) equity for all students; and. (c) that the marking criteria ensures equivalence between marks awarded for a student sitting an alternative assessment task to a student undertaking the write and essay for me Epsom College prescribed assessment task. 4.116. A student is eligible, upon application, for special consideration for assessment tasks if the courseowrks London student (a) has been hampered, to a significant degree, by write for me, illness or other exceptional cause or extenuating circumstance in undertaking assessment for courseowrks DLD College London the subject; (b) has been prevented by illness or other extraordinary cause from meaning of essay writing University preparing or presenting for a component of assessment, or part of London, a component of persuasive arguments College School, assessment; or. (c) has been, to a severe or significant degree, adversely affected by illness or other exceptional cause or extenuating circumstance, during the performance of DLD College London, a component of assessment. 4.117.
For the avoidance of doubt, if a student has a medical condition that does not prevent him or her from attending or sitting an examination or test, the student: (a) must attend and sit the examination or test; and. (b) may be eligible for special consideration after the examination or test has been completed. 4.118. An application for special consideration may be refused if: (a) it is not submitted in the manner and timeframe required by this policy; (b) the student has not complied with all other mandatory requirements for successful completion of the subject; or. (c) it is not supported by steps for writing an essay Saint The Baptist Diocesan High, appropriate documentary evidence. Other requests for adjustments to assessment. 4.119. Upon request from a student, the dean may make reasonable adjustments to assessment requirements for a student with a verified disability, medical or other circumstance (including elite athletes and performers, defence reservists and emergency volunteers) to provide equality of opportunity to DLD College London fulfil course and subject requirements. 4.120. The dean may make alternate arrangements for assessment, upon a student request, if: (a) a student is, or was, unable to attend assessment or undertake another form of assessment due to exceptional circumstances; or.
(b) national, state, emergency, legal or specialist commitments affect a student’s ability to undertake or complete assessment; or. (c) significant religious or cultural reasons affect a student’s ability to undertake or complete assessment. 4.121. A request for assessment adjustments may be refused if: (a) the assessment adjustments requested are not reasonable; (b) the writing (Navitas) request is not made within a reasonable time to allow adjustments to be made; or. (c) the request is not supported by courseowrks DLD College London, appropriate documentary evidence. 4.122. Nothing in this section is intended to prevent a student applying for special consideration. Additional factors for consideration. 4.123.
In providing assessment adjustments, factors that the dean may consider include: (a) the nature of the student’s educational disadvantage or particular needs; (b) the requirements and any constraints of particular assessment items or tasks; (c) the requirements and any constraints of particular subject or course; and. (d) whether the student has met all other mandatory requirements for successful completion of the subject. Timelines, notification and documentary requirements for special consideration and assessment adjustment applications. 4.124. Applications for special consideration must be made within 4 working days of the examination date or assessment due date and must be supported by documentary evidence that may include: (a) a pro-forma report completed by article prompts Сolleges, a health professional; or. (b) other appropriate supporting evidence as determined by the Academic Registrar. 4.125.
To support timely academic progress of students, outcomes of applications for special consideration must be provided to courseowrks London an applicant: (a) within 5 working days of receipt of the application and the supporting documentation, except for article writing Сolleges Switzerland applications relating to final assessment tasks; and. (b) on or within 5 working days of the courseowrks DLD College London release of final subject results for applications relating to final assessment in a subject. 4.126. Bishop’s. Students with an existing disability, medical or other impeding circumstance must notify the University within one week after the commencement of a subject, or as soon as reasonably possible of becoming aware of the circumstance, to allow time for reasonable adjustments to be made. Requests for reasonable adjustments must be supported by documentary evidence that may include: (a) a pro-forma report designed for completion by a health professional; or. (b) other appropriate supporting evidence as determined by the Academic Registrar. 4.127. Nothing in 4.126 is DLD College, intended to writing Сolleges Switzerland prevent a student applying for special consideration. Outcomes of an application for special consideration or assessment adjustments. 4.128.
In response to DLD College an eligible application for special consideration, or a request for assessment adjustment, the for writing an essay High dean may: (a) defer assessment; (b) grant an extended period for assessment; (c) approve special arrangements for assessment; (d) allow additional assessment; (e) permit a resubmission of assessment; (f) adjust the courseowrks London relative weighting assigned to components of writing prompts Ritz, assessment where this does not affect learning outcomes or academic standards (applies to shorter assessments only); (g) allow the London student to re-do one or more assessment tasks; or. (h) authorise late withdrawal from the subject. 4.129. Adjustment of the marking standard for individual components of assessment is not permitted. 4.130. Where a student is an essay Saint The Baptist High, offered, accepts and undertakes a special assessment, the mark from the courseowrks special assessment will supersede the mark from the first assessment, regardless of which is the higher. Further special consideration or assessment adjustments. 4.131. Special consideration applications relating to article Cesar Ritz Сolleges Switzerland a particular assessment task or variation to assessment for which special consideration has already been granted are only considered in courseowrks, exceptional circumstances and, in those cases, only once. 4.132. Where a student is unable to complete special assessments, the dean may withdraw the student from the writing prompts Cesar Ritz Сolleges subject and adjust their study plan accordingly.
Extensions to assessment due dates of up to 10 working days. 4.133. Notwithstanding any provision of this policy, a dean may grant an extension of up to 10 working days: (a) due to unforeseen circumstances that impact on a student during the time allocated for the preparation of an item of assessment; and. (b) at any time prior to the submission deadline or performance date of the assessment task. 4.134.
Students must apply for an extension under this section directly to the relevant faculty in accordance with the faculty’s published process. 4.135. Applicants must be advised of the outcome of an application under this section within 3 working days of the receipt of the application. 4.136. Courseowrks. Nothing in this section prevents a dean from determining that students must apply for arguments School extensions through the special consideration application process. 4.137. A dean can only admit a student into a course with a compulsory thesis component if: (a) an appropriate supervisor can be appointed in a timely manner and adequate supervision can be provided on a continuing basis; (b) appropriate resources can be provided to support the courseowrks student; (c) a suitable thesis topic is available; and. (d) the thesis component can be examined in steps for writing an essay Saint The Baptist Diocesan School, accordance with this policy. 4.138. Where a student is on exchange from another institution the dean must ensure that an appropriate contractual arrangement is agreed with the other institution and the student, taking into account all of the provisions at 4.137. 4.139.
The dean must determine faculty rules governing the following matters and publish them to students: (a) the number of supervisors to be appointed; (b) processes for courseowrks DLD College the submission of research proposals, the acceptance of Saint John Diocesan, candidature and the approval of the research topic; (c) deadlines for submission of progress reports and of the final thesis, and intermission of and extensions to thesis candidature; (d) the form of presentation of the completed thesis or report, the form of binding (where relevant) and the nature of any oral presentation that is required; and. (e) the process for examination, including the number of examiners and whether the courseowrks DLD College London examiners are internal, external or a combination of both. 4.140. The dean must: (a) advise students no later than their commencement in guidelines Ellesmere College, the thesis subject on how the courseowrks London supervision process will proceed. (b) provide necessary resources to support the persuasive student in the candidature. (c) hear any complaints concerning the candidature, within the terms of University policy on the handling of DLD College, student complaints and grievances. (d) provide appropriate induction to students on the research and the submission of the of essay University of Hertfordshire thesis, including policies on: i. research integrity; ii. Courseowrks DLD College. academic misconduct and plagiarism; iii. research ethics; iv. intellectual property. 4.141. The dean must appoint supervisors in a timely way, ensuring that: (a) supervisors are qualified to at least one AQF level higher than the student they will supervise, and an essay The Baptist High School, have formal qualifications or experience and knowledge in courseowrks DLD College London, the relevant discipline; (b) where a student is placed in an affiliated organisation for the purpose of undertaking the thesis or project, and a member of staff of that organisation will supervise the student as the meaning writing University of Hertfordshire principal or sole supervisor, that person is contracted to courseowrks DLD College London the University for the purposes of supervising the student in accordance with the Supervisor Eligibility and Registration Policy; (c) where a member of staff from a non-affiliated external organisation will supervise the student, they are appointed as an associate supervisor, not the principal supervisor; (d) where the principal supervisor is persuasive essay guidelines College, not a member of the student’s home department, the program co-ordinator (or nominee) acts as a departmental supervisor; and. (e) where a supervisor becomes unavailable during a student’s candidature, a replacement is appointed as soon as practicable so that there is no loss of continuity in supervision. 4.142.
A dean may appoint an additional supervisor from an appropriate discipline to co-supervise students where the research is of an interdisciplinary nature. 4.143. The chair of the BoE must ensure that final assessment results in a subject are returned in the form and timeline specified by DLD College, the Academic Registrar. 4.144. Prior to the release of final results, examiners may provide students with raw scores (or provisional results) on return of write for me Epsom College, a component of courseowrks London, assessment. If the score is prompts Сolleges, subject to adjustment, for example, scaling to take account of distribution of grades, students should be advised accordingly. 4.145. The Academic Registrar publishes all results of final assessment. 4.146.
A dean or the President of the Board may alter a grade if: (a) the alteration is courseowrks DLD College, necessary to correct a patent error; or. (b) the alteration is necessary to make the and essay for me Epsom College grade accord with the grade which would have been awarded if relevant circumstances, which were not considered at the time of the determination of the grade, had been taken into consideration. 4.147. A dean may, on the advice of the BoE, approve changes to result prior to publication and DLD College London, after publication if: (a) it is less than 3 months since the publication of Cesar Ritz, results; and. (b) on the advice of the BoE. 4.148. All other result changes must be approved by the president of the Board. 4.149.
The BoE must keep a record of all results changes and London, the dean must report all changes to results after publication to the Academic Secretary. 4.150. The grading scheme is for me Epsom College, approved by the Board. The grades appear on the student academic record and the academic transcript. 4.151. The results in table 1 below are used at the completion of a subject and appear on the academic transcript. Second Class Honours Division A. Second Class Honours Division B. No credit points are awarded. Pass (no mark awarded).
Only used for subjects marked on a pass/fail basis. Used for subjects that run over more than one teaching period, and the subject has not been completed. Used for each teaching period (except for London the final teaching period) where a student has been enrolled in and passed a continuing subject. When the subject is completed, for subjects that are not marked on a pass/fail basis, an overall mark (%) will also be recorded against each enrolment in the subject. Used for persuasive arguments Bishop’s College each teaching period (except for courseowrks DLD College the final teaching period) where a student has been enrolled in and failed a continuing subject.
When the and essay for me Epsom subject is completed, for subjects that are not marked on courseowrks DLD College, a pass/fail basis, an College, overall mark (%) will also be recorded against each enrolment in the subject. Fail (no mark awarded) Only used for subjects marked on a pass/fail basis. Used when a student fails as they have not satisfactorily completed all prescribed (hurdle) requirements and courseowrks DLD College, would otherwise have passed the subject. A mark of 49% appears on the transcript. Withdrawn from a subject after the meaning of essay writing University of Hertfordshire time for making subject changes without penalty has passed (after census date). Used for subjects that are non-assessable, such as Community Access Program audit studies. 4.152. The interim results in courseowrks DLD College, table 2 below are temporary grades and are used when a subject is incomplete or the result is not finalised. These results appear on the academic transcript and will be visible to students via the student portal. Assessment for the subject is incomplete. This result is used before assessment is completed and will appear on a transcript if any of the Ritz following interim indicators apply: WXT, S, WAF, MIS.
Used for courseowrks London subjects that run over more than one teaching period, and essay guidelines College, where the subject has not been completed. 4.153. The interim results listed in table 3 below are used when a subject is incomplete or the result is not finalised. These results do not appear on a transcript but are visible to students via the student portal. Used only when the final result is unknown because the student has received an extension of time to complete an assignment. Awarded a special or supplementary examination. Used, together with the DLD College London final result for the subject concerned, to indicate that the student has been awarded additional assessment. The final result and relevant grade will appear on the transcript.
Withheld assessment to be finalised. Used when the faculty has decided to withhold the write College grade. This would be used, for example, where additional assessment in London, the form of an arguments School, assignment or an examination is being considered, or the result has been withheld pending the outcome of an academic misconduct hearing. Used when no result has yet been entered for courseowrks DLD College the subject. Meaning Writing University Of Hertfordshire (Navitas). It should not be used where a department or faculty has made an active decision to London withhold the an essay Saint John High School grade (see WAF) 4.154. Subject results listed in this policy do not negate course-level completion requirements. Professional placement assessment and conduct.
5.1. London. The dean must appoint a placement co-ordinator for relevant subjects. 5.2. The placement co-ordinator must ensure that student performance is systematically monitored during professional placements and that students are given feedback while on of essay University of Hertfordshire (Navitas), the placement about courseowrks DLD College London their progress towards achieving the learning objectives. 5.3. Students may be identified as at risk of write and essay for me College, unsatisfactory performance in the placement by either the host supervisor and or the placement coordinator in accordance with the criteria provided to the student prior to commencement of the DLD College professional placement.
5.4. Students may be identified as at risk of unsatisfactory performance in the professional placement if they have failed to: (a) maintain satisfactory attendance; (b) complete at an essay The Baptist Diocesan High School, a satisfactory standard in courseowrks DLD College, academic or professional components specified for the professional placement; or. (c) maintain an appropriate standard of conduct. 5.5. The placement coordinator must notify a student identified as at risk of unsatisfactory performance in the placement in writing, including clear information about the following: (a) why they are at College School, risk of unsatisfactory performance in the placement. (b) possible remedial action. (c) the timeframe for courseowrks London taking remedial action. (d) that if they continue to be at risk of unsatisfactory performance in the placement, the article writing placement may be terminated and a fail grade awarded.
5.6. Where a student‘s performance in a placement has been deemed unsatisfactory the placement coordinator may: (a) approve an DLD College, alternative placement opportunity for the student; or. (b) terminate the placement; (c) recommend a fail grade for the placement/subject. 5.7. Article Writing Cesar Ritz Сolleges. During a professional placement, students must: (a) adhere to courseowrks DLD College London all by-laws, rules, regulations, policies and procedures of the placement organisation, including any dress codes; (b) abide by all University statutes regulations and policies; (c) maintain a level of conduct appropriate to a student in a professional setting; (d) maintain an appropriate level of confidentiality regarding their placement or volunteer experiences and write and essay for me Epsom College, information which they have gained through the placement, in accordance with the placement organisation’s privacy requirements and University policy; (e) advise the host supervisor immediately of DLD College, any incident or concern regarding their safety and well-being during the placement or volunteer activity; (f) inform both the host supervisor and write and essay Epsom College, the placement coordinator of any absences from the placement and complete and/or provide any required documentation relating to absence from the placement; and. (g) maintain regular communication with host supervisors and placement coordinators. The communication channels may vary depending on the placement location. Students are responsible for regularly monitoring their University email account while on placement. 5.8. Where a student on professional placement is DLD College London, involved in a case of misconduct or unprofessional conduct of a serious nature, the student may, on the recommendation of the placement coordinator or host supervisor, be removed from the professional placement.
5.9. The placement coordinator must inform the student of the reason for their removal and report the details of the incident to the relevant dean in steps for writing The Baptist Diocesan High, accordance with the courseowrks Student Academic Integrity Policy or the Academic Registrar in accordance with the College Student Conduct Policy, whichever applies. Results moderation and verification. 5.10. The dean must have a process in place that ensures that: (a) different staff members are involved in the entry and verification of results of the results on the student system so that the person who enters the London results does not verify the results; (b) the define Monkton School person who verifies the results must cross-check the results to courseowrks ensure that the results match those that have been approved by the BoE; and. (c) a record of the results that have been approved by essay guidelines, the BoE are retained in London, accordance with the University’s policy on records retention. 5.11.
The supervisor(s) must: (a) determine a suitable research topic, or where the thesis topic is negotiable, negotiate a suitable research topic with the student and, where applicable, assist the student to prepare the research proposal; (b) complete the persuasive arguments supervision checklist in consultation with the student; (c) participate in student induction processes concerning policies relevant to the research topic and London, methodology, and assist students with any queries on research policies as required; (d) discuss authorship, citation and intellectual property issues before the start of the thesis; (e) arrange regular meetings with the student to define evaluate Monkton School discuss the design and conduct of the research, its outcomes and the preparation of the thesis or report and any oral presentations required; (f) guide the student to appropriate reference material; (g) provide advice and feedback on the conduct of the research, on any seminars and courseowrks London, written submissions presented by the student and on drafts of the thesis or report prior to submission; (h) inform the dean if the student fails to attend scheduled meetings without reason; (i) check drafts for writing style and presentation problems; and. (j) where appropriate, encourage the student to publish their research and advise on publication avenues. 5.12. The chair of the BoE must ensure that thesis examinations are undertaken within a published timeframe, recognising the contribution of coursework thesis marks to students’ options for employment and further study. 5.13. The chair of the BoE appoints the examiner(s). 5.14. Examiners must be given clear guidelines about assessment criteria and standards required for of essay writing University of Hertfordshire the various grades of assessment. 5.15.
Where practicable, there must be two examiners who must not be made known to courseowrks London each other. 5.16. Where more than one examiner is engaged, the persuasive essay guidelines Ellesmere College process for arriving at a single mark and grade is: (a) If the examiners’ numeric marks are 80 or above, the average of the examiners’ numeric marks are recorded as the final mark. (b) If the examiners’ numeric marks differ by 10 or more and one or more marks are outside the courseowrks DLD College Honours First Class grade (H1), each examiner is sent their co-examiner’s report de-identified and asked to reconsider their mark. If after this process: i. the difference in numeric mark remains 10 or more and one or more marks are outside the H1 grade, another examiner is appointed. ii. the difference in numeric marks is less than 10 the final mark is the average of the two adjusted marks. (c) If the persuasive Ellesmere College result of the first examination is DLD College, ‘revise and resubmit’, examiners are not asked to provide a numerical mark on second examination of the thesis.
The numeric marks provided at the first examination are used in the calculation of the final result. (d) If the result of the second examination is ‘pass’ or ‘pass with amendments’, the average of the examiners’ original marks are recorded as the final mark, unless the writing prompts Switzerland average mark is below a pass mark in which case a pass mark only is recorded. (e) When an additional examiner is appointed, following an initial examination by one or two examiners, the additional examiner is not informed of the other mark(s), nor provided with the courseowrks DLD College written comments of the previous examiner(s). (f) After additional marks and comments have been received, the final mark is the rounded average of the write College additional examiner’s mark and the one or two marks provided by the first examiner(s). (g) If the result of the examination is fail, a result of fail is recorded and the mark awarded for the thesis is a fail mark. (h) The BoE releases an London, overall mark for the thesis. The chair of examiners provides feedback on the thesis to essay Ellesmere the student based on information of a general nature included in the written examiners’ comments ensuring that the anonymity of examiners is preserved. 5.17. The WAM is calculated as a credit-point weighted average of the total credit points taken towards the completion of a specific award course. 5.18. The weighted average mark calculation does not include subjects with pass/fail or completion only grades.
5.19. Each subject is weighted to courseowrks DLD College London reflect their credit value by multiplying the mark received for persuasive guidelines each subject against courseowrks London, that subject's credit point value (i.e. 12.5 for most undergraduate subjects offered at the University of Melbourne). Each multiplication is then added together and then divided by the total amount of credit points for article writing Ritz Switzerland subjects undertaken: (a) Sum of (Mark x credit points of subject) (b) Sum of (Total credit points of subjects) 5.20. Subjects included in the WAM calculation are subjects for which: (a) % mark (0-100) is recorded; including failed subjects; and/or. (b) credit has been granted where a % mark for these subjects has been awarded. 5.21.
Subjects excluded from the WAM calculation are subjects where: (a) no % mark has been recorded ;and/or. (b) the credit points are 0 (e.g. all time-based research subjects are excluded). 5.22. The Board may determine to courseowrks London not apply a weighted average calculation or may apply a different grade point average calculation. 5.23. The examination rules apply to meaning writing (Navitas) all supervised written examinations at the University. 5.24. Students must follow all instructions given by examination supervisors. 5.25.
Examination supervisors must record any breach of examination rules in DLD College, an incident report and submit the persuasive arguments Bishop’s report to the Academic Registrar (for centrally managed examinations) or the dean (for faculty managed examinations). 5.26. Any breach of the examination rules is misconduct and is dealt with in accordance with the London Student Academic Integrity Policy or the Student Conduct Policy, whichever applies. Examination Rules - Arrival and departure. 5.27 Students must bring their University student identification card to the examination venue. 5.28. Students who have lost their University student identification card must bring a copy of their statement of enrolment and one of the following alternative forms of photo identification: (b) an Australian state or territory issued drivers licence; or. (c) an steps an essay The Baptist School, Australian state or territory issued proof of identity card. 5.29. If students do not have their University student identification card or approved alternative identification with them, they must: (a) advise an examination supervisor prior to the commencement of writing time; and. (b) report to the examination supervisor at courseowrks, the end of the examination in order to have their identity validated against the image stored in the student system.
5.30. The supervisor must inform the Academic Registrar if a student’s identity cannot be verified. 5.31. The student card or photo identification must be displayed on article prompts Ritz Сolleges, the examination desk for the duration of the examination. The student’s online statement of enrolment may be checked at the examination venue. 5.32. Prior to courseowrks London entering the meaning of essay writing of Hertfordshire (Navitas) examination room, students must ascertain their seat numbers, if seats are allocated. 5.33. If seats are allocated, any student who has not been allocated a seat number must report to the supervisor in charge of the examination before the commencement of the session.
5.34. On entering the examination room students must proceed without delay to their seat. 5.35. No student may enter the examination room more than 30 minutes after the commencement of the writing period except if their lateness was due to factors outside their control and if no student has already left the examination. 5.36. Students arriving late who are admitted to the examination are not given extra time to DLD College complete the examination. 5.37. Writing Prompts Ritz Сolleges. Students who arrive late and who are not admitted to the examination, may submit an London, application for an essay The Baptist Diocesan High School special consideration in accordance with this policy. 5.38. Students may not leave the examination room until 30 minutes after the commencement of the session or during the last 15 minutes of the session. 5.39.
A student who wishes to leave the DLD College London examination room and persuasive arguments College School, be readmitted must obtain permission from an examination supervisor before leaving. The student may be required to be accompanied by an examination supervisor during the full period of absence. Examination Rules - Reading and writing time. 5.40. Reading time takes place at the start of the London examination.
5.41. College. An examination supervisor must announce the courseowrks DLD College commencement of reading time. The announcement will specify the length of the School reading time including any variation to the reading time. 5.42. Examination supervisors must announce any known corrections to examination papers before the commencement of the examination. 5.43. Errors discovered after the commencement of the examination do not result in an examination paper or question being reissued. In such cases, subject coordinators adjust the courseowrks DLD College criteria applied and the marks for the examination within the previously notified limits of the assessment task. 5.44. The time allocated for the writing of answers is shown on write for me College, the front page of the examination paper. 5.45.
Students must not write on the examination paper or script books during reading time unless otherwise instructed. 5.46. Once reading time has concluded, the examination supervisor will announce/signal that writing may commence. 5.47. When the courseowrks London writing signal/announcement is steps an essay Saint The Baptist Diocesan, given and courseowrks DLD College London, before answering any questions, students must: (a) enter their personal details and sign the examination attendance form distributed with their examination paper; (b) complete the information required on the cover of the script book, or the examination paper and/or answer sheet as directed; (c) if more than one script book or examination paper and/or answer sheet is used, the information must be completed on each; and. (d) in persuasive Bishop’s School, each script book students must record how many scripts books were used to complete the examination, as follows 1 of London, 3, 2 of 3, 3 of 3. 5.48. Students must not commence writing or make any use of steps an essay Saint John The Baptist Diocesan, books or other materials until the DLD College London signal to of essay writing University of Hertfordshire (Navitas) do so is given, unless otherwise specified on courseowrks London, the front of the examination paper.
5.49. Each answer must be numbered corresponding to the question being answered. 5.50. Students who need paper or other materials, or who wish to speak to a supervisor, must raise their hand and keep it raised until the prompts Cesar Ritz Сolleges Switzerland arrival of an examination supervisor. 5.51. Students may not communicate with any other student except with the permission of a supervisor.
5.52. Students must not look at or copy other candidates’ work. 5.53. Students must answer all questions in English, unless otherwise instructed. 5.54. Students who do not answer any questions must submit a blank script book or answer sheet with the courseowrks DLD College identifying information completed. 5.55. A warning signal is given 10 minutes before the end of the examination.
5.56. A final signal is given at the end of the writing Сolleges Switzerland examination time. and London, all writing must cease, including numbering of Monkton Combe School, questions and completion of covers/identifying information. 5.57. At the final signal students must: (a) cease all writing, including numbering of questions and completion of courseowrks DLD College London, covers/identifying information; (b) place all materials, including examination papers and completed script books/answer sheets and other materials together as directed; and. (c) remain seated until all books and materials have been collected by the examination supervisor. 5.58. Examination script books and other materials must be submitted intact; no part of any book may be taken out or destroyed. 5.59. Students must not remove any script book, answer sheets, examination paper or other University property from the examination room. Examination Rules - Authorised materials. 5.60.
Students may bring into the examination room: (d) permitted mathematical instruments. (e) a clear bottle of water; (f) prescribed / necessary medications; and. (g) any other items approved as part of alternative examination arrangements, such as: i. ergonomic supports, iii. Persuasive. diabetes testing and treatment kits, and. iv. technology customised to individual needs, e.g. Braille note computer. 5.61. Small items listed at 5.60 must be carried into the exam in a clear plastic bag. 5.62. DLD College. Calculators may only define critically Monkton Combe, be brought into the examination room if their use is required or permitted by the BoE for the subject being examined. 5.63. Items specifically indicated on the examination cover sheet and DLD College, academic materials permitted for use during the article writing prompts Сolleges Switzerland examination may also be brought into the examination room.
These items may be specific or general. 5.64. Dictionaries must not contain notes or annotations of any kind. 5.65. Where an examination has been nominated as open book, authorised materials include hard copy textbooks and course notes, and any other materials specified by the subject coordinator and indicated on London, the examination cover sheet. Examination Rules - Unauthorised materials. 5.66. Unauthorised materials taken into essay guidelines an examination venue must be placed beneath a student’s desk before the courseowrks commencement of article writing prompts Cesar, reading time. 5.67. Examination supervisors must check examination desks for unauthorised materials and, if found, ask the courseowrks DLD College student to place them on the floor.
5.68. Сolleges Switzerland. Examination supervisors must confiscate unauthorised materials if it appears that they are being used improperly. In most instances, any items which have been confiscated are returned to the student at the conclusion of the examination. However, confiscated items may be retained by courseowrks DLD College, the Academic Registrar or the dean for a further period of time if they consider that the item(s) may be relevant in academic or general misconduct proceedings. 5.69. A supervisor who takes possession of material must make a note of the relevant events and report them to the relevant faculty dean or, where the student concerned is enrolled in a course which does not pertain to a faculty, to the Academic Registrar. 5.70.
Except as otherwise indicated at define, 5.65, the following are unauthorised materials: (d) paper, including blank paper; (f) course notes and other study materials; (g) calculators, unless authorised by the examiner; (i) mobile telephones; (j) audio or video equipment; (k) tablets, laptops and other electronic devices; (m) notes of courseowrks DLD College London, any kind including those written on rulers, calculators or calculator covers, on the student’s body or anywhere else; (n) periodic tables and formula sheets; (p) equipment cases; or. (q) any other item or material that may cause disruption or provide students with an arguments College, unfair advantage. Placement of unauthorised materials. 5.71. Mobile phones, tablets, laptops and other electronic devices, wallets and purses must be placed beneath the student’s desk. 5.72. All electronic devices (including mobile phones) must be switched off and courseowrks DLD College London, remain under the article Cesar Switzerland student’s desk until they leave the examination venue. No items may be taken to the toilet.
5.73. Personal possessions are left at the students’ own risk and the University is does not provide reimbursement for any items lost or damaged during examinations. 5.74. For centrally organised examinations, the Academic Registrar must notify students of their examination timetable via the Student Portal. 5.75. Examination schedulers: (a) must endeavour to courseowrks DLD College London minimise the number of: i. examinations a student is required to sit in a 24-hour period; ii. examination clashes for Bishop’s College students; iii. examinations of differing durations held in the same venue at the same time. (b) arrange special sittings for DLD College London students who have: i. Cesar Ritz Switzerland. more than two examinations on courseowrks London, one day; or. ii. two or more examinations scheduled for the same session. 5.76. The dean may allow a student to sit an external examination in exceptional circumstances.
5.77. Students are notified of their supplementary/special examinations timetable via the Student Portal or by email shortly after results are released. 5.78. Deans must schedule faculty-based examinations held during the arguments examination period in DLD College London, consultation with the Academic Registrar. 5.79.
In the case of electronic (online) examinations, deans must ensure the security of the electronic examination paper and students’ answers, and for writing Saint John, maintain the integrity of the examination. In the event of system failure students must not be penalised and the dean must make alternative examination arrangements. Unexpected disruption to examination conditions. 5.80. If circumstances outside the University’s control disrupt examination conditions, the examination will continue and the impact minimised where possible. 5.81. If there is an courseowrks, unexpected disruption, the examination supervisor must alert the subject coordinator who, in consultation with the Academic Registrar or the dean, determines appropriate measures to persuasive essay guidelines ensure that students are not disadvantaged. 5.82. In the courseowrks DLD College London event of and essay for me Epsom, a disruption to an examination resulting in courseowrks DLD College, students having to leave the venue, the examination will be cancelled and appropriate alternative examination arrangements made which may include rescheduling the examination. 5.83. The chair of the Board of steps an essay Saint John, Examiners for the affected subject must approve any alternative arrangements made under sections 5.81 and 5.82 and notify the courseowrks London affected students and the Academic Registrar of the action to be taken within 2 business days of the disruption.
5.84. Persuasive Ellesmere. Any alternative arrangements must not disadvantage or advantage students and must be equitable for all students being assessed in the subject. 5.85. The chair of the Board of Examiners must report any alternative arrangements made under this section to the Academic Secretary within 2 business days of giving approval. 5.86. A student who is dissatisfied with a decision made under this policy should initially seek a review from the original decision maker.
5.87. Courseowrks DLD College London. A student who is dissatisfied with the outcome of the review may lodge a request for a further review of the decision with the Principal Advisor, Student Grievances and Complaints in accordance with the Student Complaints and Grievances Policy. 5.88. A student who is dissatisfied with the outcome of the review may lodge an appeal with the Academic Secretary in accordance with the Student Appeals to for writing Saint Diocesan School the Academic Board. Note that the Academic Board may decide any dispute or question arising under this policy other than a decision by an examiner or BoE in relation to courseowrks DLD College the academic performance of a student in any assessment component which is based solely on academic judgement. Special consideration and Epsom, assessment adjustments. Determine the processes for University-wide special consideration applications and courseowrks DLD College, requests for assessment adjustments. Academic Registrar or person authorised by the Academic Registrar. Determine University pro-forma for health professionals (where required)
Academic Registrar or person authorised by the Academic Registrar. Determine the persuasive Ellesmere appropriateness of documentation for courseowrks DLD College London requests for write and essay for me Epsom assessment adjustments. Academic Registrar or person authorised by the Academic Registrar. Assessment of impact for special consideration and assessment adjustment applications. Academic Registrar or person authorised by the Academic Registrar.
Notification of outcomes to students for University-wide special consideration applications and requests for assessment adjustments. Academic Registrar or person authorised by the Academic Registrar. Determination of assessment outcomes for special consideration applications and requests for courseowrks assessment adjustments. Dean or person authorised by writing, the dean. Must be consistent with this policy. Courseowrks London. The determination of assessment outcomes from requests for reasonable adjustments must consider any recommendation from the article writing Сolleges appropriate disability officer. Development, implementation and publication of guidelines for assessment of courseowrks London, special consideration applications or requests for assessment adjustments. Academic Registrar or person authorised by the Academic Registrar. Requires the endorsement of the Board prior to publication.
Determination of the process and requirements for applications for persuasive essay College extension of up to 10 days. Dean or person authorised by the dean. Manner of determining the London students of the grounds for extension of writing, up to 10 days. Dean or person authorised by the dean. Notification of the outcome of an application for DLD College London extension of writing Ritz, up to 10 days. Dean or person authorised by the dean. Quality assurance of assessment. Establish assessment parameters and equivalences. Publish the Board’s assessment requirements. Exclusion from assessment.
Academic Registrar or person authorised by the Academic Registrar. Dean or person authorised by the dean In accordance with 4.8 In accordance with 4.9. Appoint members of BoE. Dean or person authorised by the dean. Design, prepare, administer, manage and supervise all components of DLD College, assessment other than centrally scheduled, formal, supervised written examinations.
Board of examiners. Administer, manage and supervise centrally scheduled, formal, supervised written examinations. Academic Registrar or person authorised by the Academic Registrar. Publish subject specific approved assessment information to students, including assessment criteria. Ensure feedback is provided to persuasive College students on placement. Ensure agreed documented assessment marking criteria are used to set standards within and across subjects. Board of Examiners. Re-scale and courseowrks DLD College, standardise marks where required. Board of arguments School, Examiners. Ensure formative and summative feedback is provided to students.
Subject co-ordinator authorised by DLD College, the dean. Allow a student final subject assessment. Associate dean or other senior academic staff member authorised by the dean. Must be in accordance with this policy. Provide appointment times for students with examiners after return of provisional results on each assessment component to allow students to address any problems / poor performance and/or be able to for me access support services of the University provided for them if required. Associate dean or other senior academic staff member authorised by the dean. Confirmation of supervisory arrangements. Approval of change of supervisor.
Supervisor and head of department. Head of department, authorised by the dean. Agreeing schedule of supervisory meetings. Supervisors with candidate. Inform program co-ordinator if student fails to attend meetings. Placement of candidates at outside institutions. Dean of the courseowrks relevant faculty or an associate dean (research training) or equivalent authorised by the dean. Must be an approved outside institution unless agreed by RHDC. Ensure supervisors meet the University’s registration requirements. Dean of the relevant faculty or an persuasive essay guidelines Ellesmere College, associate dean (research training) or equivalent authorised by courseowrks DLD College, the dean.
Nomination of examiners. Chair of examiners. In consultation with the program coordinator and the supervisor. Examining the thesis or equivalent. Grant student requests access to the examination scripts. Associate dean or person authorised by the associate dean. Academic Registrar or person authorised by the Academic Registrar. Dean or person authorised by (Navitas), the dean. For centrally scheduled examinations. For faculty-based examinations. Appoint examination supervisors.
Academic Registrar or person authorised by the Academic Registrar. Dean or person authorised by courseowrks DLD College, the dean. For centrally scheduled examinations. For faculty-based examinations. Provide the Academic Registrar with a copy of the examination paper(s) by essay Ellesmere, the date set by Academic Registrar; Be present at the primary examination venue during the reading time in courseowrks DLD College, order to respond to student queries and answer any questions from examination supervisors regarding authorised materials; and. Be available by telephone for the duration of the examination. Set rules for the conduct of examinations. Approve and moderate results. Board of Examiners. Board of Examiners.
Academic Registrar or person authorised by define critically Monkton, the Academic Registrar. Amend results after release. Dean President of Academic Board Only within 3 months of release and where the courseowrks DLD College London student has not graduated. Write. Results that have been released for more than 3 months; or where the student has graduated. Be available to DLD College London answer questions on the examination. “anonymous marking” means that an examiner marks a student’s work without knowing the identity of the student, as far as is practicable.
“assessment” means the method of determining- whether a student has passed; or whether a student has otherwise satisfied the requirements of the subject; or the grade to be awarded to a student in a subject. “assessment component” means a discrete assessment task for a particular subject. A component may be a single task (eg. examination, essay), or a set of tasks (eg. laboratory reports, weekly exercises) “award” means a qualification that is conferred on completion of a University accredited course. “Board” means the Academic Board of the University of Melbourne. “board of examiners” (BoE) is a faculty-based committee consisting of the arguments examiners in a subject or group of subjects and is responsible for all assessment in the subject(s) assigned to courseowrks DLD College London it. “component of assessment” means a discrete assessment tasks for a particular subject and may be a single task (eg. examination, essay), or a set of tasks (eg. Meaning Of Essay. laboratory reports, weekly exercises) “course” means an DLD College, award or non-award course.
“coursework thesis” means a thesis or research project completed as part of a coursework higher degree, an honours program or at the fourth year of an undergraduate course, which is persuasive arguments Bishop’s College School, weighted at 25 credit points or more. “criterion-referenced assessment” means students’ work is courseowrks, assessed with reference to and essay for me Epsom College written criteria derived from explicit learning outcomes. “defence reservist” means a student who is a member of the Australian Defence Reserve Service, or Reservists, or Defence Reservists, and has particular obligations and commitments as a result. “degree course” includes any subject, year, part of course or course for a degree or diploma or any preliminary course or part of any preliminary course. “double marking” means the marking of a piece of assessment by two independent examiners and is only DLD College London, required for a student who has failed a subject. Only failed assessment tasks need to article writing prompts Cesar Сolleges Switzerland be double marked. “due date” means the date by which an assessment task must be submitted to courseowrks avoid incurring a penalty for late submission.
“formative assessment” means assessment that assists in monitoring student progress against standards, and provides feedback comparing their progress to the standards, with a view to helping students to achieve the standards. “elite athlete” is a status assigned to meaning University of Hertfordshire a student if they are identified and recognised as an elite athlete by DLD College, one of the and essay for me College following organisations (and can provide supporting documentation upon courseowrks DLD College request): state institutes or academies of sport Australian Football League Players’ Association Australian Cricketers’ Association Rugby Union Players’ Association Rugby League Professionals’ Association Australian Professional Footballers’ Association state or national sporting organisation (as a state/national squad member and/or national league team member) by an Australian Sports Commission (ASC) supported sport. “elite performer” is a status assigned to a student if they are identified and recognised as an elite performing artist by one of the following organisations (and can provide supporting documentation upon request): Actors Equity Australia Australian Dance Council Australian Dance Theatre Australian Chamber Orchestra The Symphony Australia Orchestras Melbourne Theatre Company Opera Australia Victorian Opera Musica Viva. “emergency volunteer” means a student who is define Monkton, a member of the Victorian State Emergency Service (SES), Country Fire Authority (CFA) or similar organisation servicing the State of Victoria, and courseowrks DLD College London, occasionally other states or countries, and has particular obligations and commitments as a result. “equitable adjustment” is a measure or action taken, without compromising academic integrity, to remove barriers to equal participation in arguments Bishop’s School, learning and teaching activities for students whose circumstances place them at a disadvantage. “examination” is a formally supervised assessment including formally supervised written examinations; written or online tests; oral tests; performances; aural tests; clinical examinations as part of the Semester 1, Semester 2, Summer or supplementary/special examination period. “examiner” is an individual academic staff member involved in the marking of pieces of assessment designated by the chairperson of the board of examiners from those teaching the subject. “final result” means the mark and grade determined by the board of examiners as a student’s result for the subject as a whole. “grade” means a notation (e.g. Courseowrks. H1, P) that describes a student’s performance in article Ritz Сolleges, each subject, derived from the mark, with the exception of WD or incomplete grades.
“hurdle requirement” means an assessment requirement that must be satisfactorily completed in order to pass a subject, irrespective of the marks achieved by completion of other components of assessment in that subject. “in-class task” is assessment undertaken and completed during a class or tutorial, including written or online tests; oral tests or presentations; practical work, reports, problem solving exercises; performances; aural tests; and, class participation. “longer assignment means a substantial piece of assessment, completed outside class time and submitted by a pre-determined due date; including an essay, dissertation, research project, portfolio, report, or other longer written project, design or programming task. In general, an individual task worth more than 25% of the subject points, and/or of more than 1000 words is considered a ‘longer assignment’. “mark” is the numeric figure (e.g. 75%) expressing the courseowrks DLD College result for each subject in persuasive essay Ellesmere, percentage terms. “marking” is the act of assessing individual assessment components, generating a score and/or grade, and feedback, as appropriate.
“non-award course” is courseowrks, a program of study which does not lead to an award of the University and define, which comprises a subject or subject(s) which: is available in courseowrks DLD College, an award course or courses at the University; and is able to be counted as credit towards an award course at the University by students who successfully complete the subject or subjects; or, may be used to meet the entry requirements for a course at the University by students who successfully complete the subject or subjects. “re-marking” means a re-marking of an assessment task at the request of a student or as a result of a grievance upheld at of essay of Hertfordshire (Navitas), appeal. “return of results” is the day by which results have to be submitted within the Student System by teaching departments. “shorter assessment” means a n individual assessment component worth less than 25% of the marks for the subject, and/or of less than 1000 words (or equivalent), other than an exam. “student” means any person enrolled in an award or non-award course or subject. “subject” means a unit of London, academic work in which the student enrols and on completion of which the and essay student is awarded a grade, such grades appearing on a student’s academic record. “subject coordinator” means an individual academic staff member responsible for the teaching and administration of a subject. “subject outline” means a publication containing subject specific information, including assessment information, subject information such as the class schedule and weekly topics, and DLD College London, readings and resources assembled for the student. “summative assessment” means assessment used to make a judgement about student achievements against explicit standards and translating that judgement into a grade; used at the end of a subject.
“swot vac” is of essay, a period of time between the teaching and the assessment period during which teaching and assessment is courseowrks London, suspended to allow preparation by students. This policy is to be reviewed by 6 December 2021. Insertion of section 4.23 and related addition in the responsibilities table. Consequential renumbering of persuasive, section 4. Corrections at sections 4.21, 4.84, 4.95, 4.125 and 4.138.
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narrative essay i So, your professor just gave you a new assignment, and it looks like an DLD College interesting topic. The problem is you don’t know how to write a narrative essay. Relax (but don’t procrastinate)! Narrative essays are actually pretty fun to write. What’s more, they don’t usually require much research since they are typically based on your life experiences. All that said, there are some important rules to follow.
This blog post will tell you all about narrative essays and teach you how to write a narrative essay that stands out. Narration is writing that tells a story. College School. A good way to wrap your mind around a narrative is to think about courseowrks London, how a narrator in a film presents a scene. Article Cesar Ritz Сolleges Switzerland. He tells the story from a particular perspective, giving a detailed account of courseowrks DLD College, what happened. Consider the narration in this clip from essay guidelines Ellesmere How the London Grinch Stole Christmas : So, how is the write for me College narrator’s recounting of the Grinch’s failure to courseowrks DLD College, steal Christmas related to learning how to write a narrative essay? As the narrator in critically evaluate Combe, your essay, you set the scene and tell the story from courseowrks DLD College London your viewpoint, giving a detailed report of events. Chances are, you narrate stories every day. Saint John Diocesan High School. I mean, didn’t you just tell your friend all about that funny thing that happened in class earlier? You know how to London, narrate.
So, writing a narrative essay should be easy, right? Well, hold on, it’s not that simple. One of the of essay University (Navitas) challenges with writing narrative essays is that you often have to DLD College London, distill a complex story into a limited (and to-the-point) number of words. At the writing of Hertfordshire same time, you have to courseowrks, garner enough interest to keep the reader engaged in your story. Anyone can tell a story, but not everyone can tell a story that captures an audience. It’s important to keep some rules in mind as you learn how to College, write a narrative essay. The best way to learn how to write a narrative essay is to courseowrks, see an example. I’m going to pretend that I’m the character Rudy (from the 1993 film Rudy ), and I’m going to for writing John, write a narrative essay about something that happened in my (Rudy’s) life.
First, watch this clip from the film: Now, I will write a sample narrative essay, as if this clip were based on my experience. London. Just as with a true narrative essay, my memory of the experience may be slightly different than the write for me College reality of the experience. You always have some creative license with narrative essays–whether they are fictional or not. Read this sample essay first, and then I’ll break it down into its elements: A janitor changed my life. I was at a low point, ready to DLD College London, quit everything–even when I had it all.
I didn’t realize how lucky I was. Persuasive College. At 5 foot nothing, 100 and nothing pounds, I was hardly your typical football player. But, that didn’t stop me from believing that I could play for Notre Dame. It turns out, the courseowrks London most important part of meaning writing of Hertfordshire (Navitas), achieving my dreams is believing in myself. After two years of trying hard to prove that I was worthy of playing, I found out that I hadn’t made the courseowrks DLD College London dress list for arguments School our kickoff game.After fighting to be on courseowrks DLD College the team and sweating through every practice, I was going to sit on and essay Epsom the bench…again. So, I decided to call it quits.
Who was I to think that I deserved anything better than working at the steel plant, just like my father and my brothers? If that life was good enough for them, why wasn’t it good enough for me? As I stood there in section five, staring out at the empty stadium, I thought of how proud my dad would have been to courseowrks, see me out there on Saint The Baptist High School the field playing for the team we both loved so much. I felt so stupid. I wasn’t a football player. I was a bench warmer… nothing more. That’s when the team janitor found me standing there. “Hey,” he said. “Don’t you have to be at practice?” “Not anymore,” I said, annoyed. “I quit.”
“Why’d you quit? You don’t seem like the DLD College London quitting type.” “I don’t know,” I said. “I just don’t see the define critically evaluate point anymore.” In that moment, the janitor reminded me of everything I had already achieved. Courseowrks DLD College London. Against all odds, I had stuck with the team for University of Hertfordshire (Navitas) two years, and I was going to London, graduate with a degree from Notre Dame. What he said next drove his point home. He said, “In this lifetime, you don’t have to and essay for me Epsom, prove nothin’ to nobody except yourself.”
He had a point. I had already proven myself to everyone except for me. Courseowrks London. If I didn’t believe in myself… who would ever believe in steps for writing an essay Saint Diocesan, me? Thanks to the janitor’s wisdom, I eventually played my first–and only–game that season, and I proved to courseowrks DLD College, myself that I can achieve anything I set my mind to. Okay, now let’s pick this thing apart. In the essay following section, I’ve highlighted certain concepts from my sample narrative essay in different colors. Their explanations follow. A janitor changed my life. I was at a low point, ready to quit everything–even when I had it all. I didn’t realize how lucky I was. At 5 foot nothing, 100 and nothing pounds, I was hardly your typical football player.
But, that didn’t stop me from believing that I could play for Notre Dame. It turns out, the DLD College London most important part of College School, achieving my dreams is courseowrks DLD College believing in myself. Let’s break it down. Start with a strong hook . College. Just as with any other form of writing, your first paragraph should start with a strong hook. The sentence, “ a janitor changed my life ,” sets up the story with a bold statement meant to capture the courseowrks attention of College School, my readers. The goal is to make readers ask, “How did a janitor change your life?
What happened?”For more information on hook sentences, read my blog post, “How to Write Good HookSentences.” Set the courseowrks scene . Persuasive Ellesmere. In this section of my first paragraph, I set the courseowrks London scene. I give the reader some context for my story (I was at a low point. I was a struggling football player for Notre Dame… etc.). Define the purpose . Have you ever heard anyone talk on and on about something without making a point? This is a common trap for writers attempting a narrative essay. A good narrative essay has a purpose: perhaps you learned a hard lesson, or perhaps you transformed into steps for writing an essay Saint The Baptist Diocesan School, a more mature person. Whatever the case, that purpose should be stated in the first paragraph.
In the example narrative, my purpose is to make the point that “ the most important part of achieving my dreams is believing in DLD College, myself .” As you can see, the first paragraph is critical to setting up a good story. Now, let’s talk about what goes on in your body paragraphs. After two years of trying hard to prove that I was worthy of playing, I found out write and essay for me, that I hadn’t made the dress list for our kickoff game. After fighting to be on DLD College the team and sweating through every practice , I was going to sit on the bench…again. So, I decided to call it quits. Steps For Writing An Essay Diocesan School. Who was I to think that I deserved anything better than working at the steel plant, just like my father and London, my brothers? If that life was good enough for them, why wasn’t it good enough for Monkton me? As I stood there in courseowrks, section five, staring out at the empty stadium , I thought of how proud my dad would have been to see me out there on the field playing for define School the team we both loved so much.
I felt so stupid. I wasn’t a football player. London. I was a bench warmer… nothing more. That’s when the team janitor found me standing there. “Hey,” he said. Critically Evaluate Monkton School. “Don’t you have to be at practice?” “Not anymore,” I said, annoyed . “I quit.” “Why’d you quit?
You don’t seem like the quitting type.” “I don’t know,” I said. DLD College. “I just don’t see the point anymore .” In that moment, the janitor reminded me of everything I had already achieved. Against all odds, I had stuck with the team for persuasive Ellesmere two years, and courseowrks London, I was going to for writing John The Baptist, graduate with a degree from Notre Dame. What he said next drove his point home. He said, “In this lifetime, you don’t have to prove nothin’ to nobody except yourself.” Let’s break it down. Use vivid and courseowrks DLD College London, appropriate detail . The goal here is to article Cesar Ritz Сolleges Switzerland, recreate the courseowrks story for your reader just like it happened.
Make the story vivid and full of detail. Define Critically Evaluate Monkton Combe. Note, however, that this is not a descriptive essay, so only include the DLD College London details that matter most to your story . Use dialogue . Sometimes, a great story can’t be told without dialogue. It’s definitely okay to incorporate dialogue, as necessary, especially if it’s a natural part of your story.In my sample essay, the conversation with the janitor is critical to define Combe, the story, so including the dialogue from this interaction is appropriate. Write chronologically . It’s a smart idea to write in London, chronological order, especially if you are an prompts Cesar Ritz Сolleges inexperienced writer. DLD College. What happened first, next, and last?This will help you to stay true to your story and not wander. In this sample, I focus on the sequence of events that led me to my moment of truth, how the janitor talked me into staying on the team, and how this changed my perspective on life. Maintain consistency in narration . In this example narrative essay, I chose to write in the first-person narrative voice and in the past tense.I chose first person because I was telling a story that happened to me (remember, I’m pretending to be Rudy in this sample). I chose past tense because I’m telling a story that happened in the past .Chances are, you’ll want to write your narrative essay in first person, past tense, too.
In some cases, you may find that writing in third person is a better choice–especially if you are recounting a story that happened to someone else. But, whatever you choose, keep it consistent throughout. Okay! Let’s move on to the last paragraph. He had a point. I had already proven myself to everyone except for me. If I didn’t believe in myself… who would ever believe in me? Thanks to the janitor’s wisdom, I eventually played my first–and only–game that season, and I proved to myself that I can achieve anything I set my mind to . Let’s break it down. Restate your purpose . Define Evaluate Monkton Combe. In your final paragraph, leave your reader with a clear restatement of London, your purpose.Remember, I began this sample narrative essay by stating my purpose: “The most important part of for me College, achieving my dreams is believing in myself.” In the final paragraph, I closed with a restatement of this same point: “ I proved to myself that I can achieve anything I set my mind to. ” Here are the courseowrks London eight concepts we just covered, distilled into handy table form for your convenience.
Final Thoughts on How to Write a Narrative Essay. As you set out to write your narrative essay, bring the readers on your journey with you. Give them a reason to listen to your story. If you’re uncertain what to write about, remember that a good personal narrative essay will show some sort of transformation. For example, you started out define critically evaluate School, as a shy person, but had an interesting experience that made you more outgoing. Find a story of transformation, and then write about what happened. If you need more ideas, check out DLD College London, these example narrative essays.
Finally, always be sure to edit your personal narrative essay before you submit it! It doesn’t matter how awesome your story is if the narrative is masked by bad grammar or sentence structure errors. Psst. Of Essay Writing Of Hertfordshire. 98% of Kibin users report better grades! Get inspiration from over 500,000 example essays. About the Author. Naomi Tepper is a former Kibin editor, the London former content manager for essay Ellesmere the Kibin blog, and forever a word nerd. Wooooow, thnx this really saved my day cause I had no idea of courseowrks DLD College, how to write a narrative essay. Happy to help and persuasive essay Ellesmere College, thanks for reading!
You’re welcome! Thanks for reading. Hey… anyone wants to learn the best way to write an essay without tutoring…. here it it. this stuff is DLD College London as good as perfect to learn an essay. +Naomi Tepper thanks a ton.. this will help me improve my narrative writing skills.. Thanks again #128578; Aww, shucks thank you! More than happy to help. Thank you I really appreciate your help. n if you don’t mind, is it possible that you could help me out with a few links or something, so i could improve my writing skills. (other types of writings as well- like argumentative, descriptive, persuasive, summary writing)… oh! n am also having my IGCSE pre-boards coming up this Monday so even a few tips would also help.
Thanks:) Truthfully, I don’t know much about the Bishop’s IGCSE boards, but I imagine there might be some timed writing tests involved, in which case this post might come in handy: https://www.kibin.com/essay-writing-blog/how-to-write-a-timed-essay/ Thanks alot… all of them are really helpful #128578; Can you please guide me to courseowrks London, another link with summary writing.. Article Prompts Ritz Сolleges Switzerland. i think the above link doesn’t seem to be working.. Thanks in advance. #128578; Hi Naomi. Found this really helpful, thank you. I was wondering if you have any additional advice that would help me hone my writing skills. Courseowrks DLD College. #128578; Hi again, Sowmya! Woot!
Looks like your finding your way around our blog. Essay Ellesmere College. Nice to see you reading this post as well. Yes, I have lots of DLD College London, advice on writing better essays. Check out the meaning of Hertfordshire comment I left for Joshua (below), it links to some of my most useful blog posts. Is it possible if you could share a link on courseowrks London summary writing to me, it would be of write College, great help. Thanks in advance. thank for the awesome help. You are so welcome! Thanks for the comment. #128578; THANK YOU SO MUCH . YOU HELPED ME A LOT ! Awesome!
Happy to help. #128578; I want to help my son write a narrative. He has to choose to be something from courseowrks DLD College London our timeline of study with our coop. He has chosen the Black Death. This seems so exciting to me but I simply cannot wrap my head around how to approach this as a narrative. He actually wants to BE the black death. Ideas? Wow! Your son sounds very creative. I love this concept. Your son should choose the characteristics of the write and essay Black Death that he wants to personify.
Before writing, answer some questions: What’s his motive (as the London Black Death)? How does he feel about the “work” he is doing? Does he have a visible form or is he invisible? If visible, how do humans see him? Try to keep the personification consistent throughout.
Then build a narrative arc around this “character” with a beginning, middle and writing prompts Ritz Сolleges, end. Perhaps tell the story of visiting on a particular family. What does he learn from the experience? What is the point (thesis)? Most importantly have fun! I love this! Do you have an courseowrks example with a guide just like the one you did for narrative essay but for of essay (Navitas) an illustration essay? Thanks so much Erin!
Sorry to ask again, but do you have examples for courseowrks DLD College London a research essay and another narrative without dialogue? I want to be able to show my college students different examples of essay guidelines Ellesmere, narrative essays.
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5 Tips for Creating a Photo Essay with a Purpose. As a photographer, you are a storyteller. The nouns are your subject matter; the verbs are the color and contrast that keep the story moving. A cast of characters all working together to get your point across. DLD College? Instead of proper grammar, you ensure proper exposure.
Instead of Cesar Сolleges, spelling errors, you watch for tack-sharp focus. For those times when the story is London especially important and meaningful, or for essay guidelines, when one image doesn’t say it all, there is the photographic essay. With blogging and social media, photo essays are more popular than ever: humorous or emotionally relevant, sparking debate or encouraging compassion, each with a story to tell. I’ve mentioned before that taking on a photo project is one of my favorite ways to reignite my love for photography, but beyond that, it’s a great way to get your message across and courseowrks London have your work seen by a larger group. A photo essay is intriguing; it’s something to talk about article writing Сolleges after people hear that you’re a photographer and London want to know about the and essay Epsom, glitz and glamour of it all. It’s the DLD College, perfect thing to of essay writing University (Navitas), tell them after you’re done going on and on about all of the red carpets, the courseowrks London, celebrities, the fame, and the fortune. It also can be extremely satisfying and for writing an essay Saint John The Baptist High kick-start your creative wonderment. DLD College London? By definition, a photographic essay is a set or series of write for me, photographs intended to tell a story or evoke emotions. It can be only images, images with captions, or images with full text. In short, it can be almost anything you want it to DLD College, be. Which is where I struggle mostwhen the options are limitless.
In this freelance world we live in, I love a little guidance, a little direction. College? Ideally, someone to tell me exactly what they want and promise to London, be thrilled with whatever I produce, for my fragile artist ego can’t take any less. While I continue my quest for persuasive Bishop’s, that, I offer you these 5 tips for creating your own, completely without bounds, photographic essay: Each time I’ve had a very specific concept in mind before I started shooting, it’s never been the end result. An example: for a hot minute, I offered a “day in the life” session to my clients. I was photographing so many of the same clients year after year that I wanted to be able to courseowrks London, offer them a different spin on the portrait sessions I was doing for them. I asked a long-time client if her family could be my guinea pigs for this and Combe School told them that we could do whatever they wanted. We went out for courseowrks DLD College London, ice cream, had a mini dance party in their living room, and I photographed a tooth that had been lost that very morning.
Then, very last, I photographed the two young daughters with notes they had written, which to be honest, I’m not even sure how they had come about. I rushed home after the persuasive Ellesmere College, session and edited those last note pictures first just because they were so different from what I usually shoot, and posted them on my personal Facebook page the heading Notes Girls Write . Within minutes a dear friend, and London fellow photographer, commented that this was big. Bigger than just the persuasive College School, two pictures. She and courseowrks DLD College I would spend the next year working on a photo essay that became a blog, that in of essay writing University turn became a book entitled Notes Girls Write . We photographed hundreds of women of courseowrks DLD College London, all ages with their notes, each one later expressing having their portrait taken with their own words was an extremely powerful moment for them. Beyond my beautiful children, the critically Monkton Combe, fact that I can make a bed with hospital corners like no one’s business, and the award I won in the 4th grade for “Most Patient”, Notes Girls Write is one of my proudest accomplishments. It evolved on its own, starting from a few similar photographs that struck a cord in viewers and becoming a large and powerful project, one of the biggest markers in my career so far. TIP: Don’t be so set in your idea that your project can’t outgrow your original concept. Your images will guide you to your end result, which may end up being different than you originally envisioned it. 2) If you think there’s something there, there’s likely something there.
For the last year I have been a “foster mom” with a dog rescue group. Volunteers transport dogs that would otherwise be put down from overpopulated shelters, or seized from terrible situations, to my area, where dog adoption rates are much higher. These dogs live in courseowrks DLD College foster homes while they receive medical care and basic training so that they can be adopted out to loving homes. It’s incredibly rewarding. Define Critically Combe? Especially when I had hardwood floors. I knew from the first time I met the transport van I wanted to document what it looked like: a van full of dogs that just narrowly escaped death arriving to temporary homes where they will experience a level of love and care which they’ve likely never known. I tear-up every time I see it. I am also put to work every time I am there, so taking photos while holding onto a 100 pound German Shepard is courseowrks DLD College London tough. Meaning (Navitas)? It’s going to take me several trips to have enough images to do anything with, but that’s fine. I have no idea what I will be doing with these photos. I know they will find a home somewhere: maybe with the rescue group to raise awareness, or to help bring in volunteers, or maybe they will do nothing more than document my own story with volunteering, or perhaps something more.
I’m not sure yet, but the point is that I have the images, ready for their time, whenever that is. TIP: If you think there is something to DLD College, it, there likely is. Even if it’s just a personal passion project. Take photos until you find the direction or purpose and save them until your essay takes shape. University Of Hertfordshire (Navitas)? You may not end up using all, or any of the images, but in courseowrks DLD College London continuing to define critically Combe School, take photographs, your project will be defined. I’m the courseowrks DLD College London, “World’s Worst Over-Shooter”. Need one image?
Let me take a hundred so we know we have it. Luckily for my bad habit, the photographic essay needs over persuasive arguments Bishop’s, shooting. Whether you know what your plan is, or have no idea want your end result will look like, the more coverage you have, the courseowrks DLD College London, better. Essay Guidelines? This is one of the few times I push my luck and ask my subjects to London, work for me until they never want to see me again (I only photograph people though, so if you are photographing mountains or something, you have the added advantage of not pushing people until they cry or yell). Don’t be shy. Shoot everything you know you don’t need, just in steps Saint John The Baptist School case you need it. Should your end product need supporting images or take a different direction than you originally thought, you’ll be ready. London? Take advantage of digital (if that’s how you shoot) and fill a memory card. You may end up trashing everything, or you may not.
I had no idea that my Notes Girls Write project would span for as long as it did, but because I didn’t turn down anyone who was interested in the very beginning I ended up with some shots that told complete stories and expanded on the original concept. TIP: Think big. If you are shooting an critically Combe School, essay where mountains are your subject matter, see the mountain in pieces and photograph the surrounding trees, rocks, and whatever else. This will save you having to return to the beginning of the project for supporting shots, or having to reshoot if your essay takes a different turn than you planned. 4) Ask for help with image selection. I struggle with this oneI let my personal feelings get involved.
Throughout our Notes Girls Write project I was constantly picking images based on my personal feelingsthe subjects that I had connected with more, and the girls that I knew were most interested in the project. This is where it is so helpful to have someone else help. Someone who has no personal feelings towards the images and will help you pick based only on the strength of the image and courseowrks DLD College not your own feelings. Even if people were not involved as subjects, you tend to have personal feelings toward images that the general public may not see the power behind. I recently photographed several dozen sexual assault survivors as part of College School, a photographic essay for a victim advocacy’s annual gallery show. This event is meant to put faces on the survivors and raise awareness, and has been a large local event for years.
I was thrilled to be selected to be the exclusive photographer, though this was one of the hardest projects I’ve ever taken on. DLD College London? The photo sessions themselves, whether five minutes or 30, were extremely emotional for the survivors and in the time I spent with them, I often learned a lot about their journey and article prompts experience. This made it difficult for me to pick which final images would be used for the show, based only on the power of the image and not my personal feelings. In the courseowrks DLD College, end several select friends helped me narrow each survivor’s images down, and the subjects themselves selected which would be the final image used, as ultimately this is steps John The Baptist School their story. TIP: All creative work is personal, and looking at photographs we take ourselves is incredibly hard to do with clear eyes. We see the courseowrks London, mistakes, the personal feelings, the write and essay, shot that could have been better. It’s impossible to always set these aside so when working on DLD College, a project that is Bishop’s School incredibly important to you, or large in scale. Have others help you decide what images to use for your final pieces. Bring in people who are interested in London photography and people that aren’t.
People that know about your subject matter and people that don’t understand it at all. But above all, bring in people who will be honest and not tip-toe around your feelings. Lastly, also bring a thick skin. 5) Tell your story, in fact shout it from the rooftops if you can. Maybe your original idea for your photographic essay was to post it on your blog. Awesome, nothing wrong with that, but are you sure it can’t be more? Shop it around, who can it help? Does this benefit a group, an organization, or a person? Could it inspire people? If you feel passionately about the photos, chances are that someone else will too.
Your photographic eye doesn’t stop when your shooting is done. If you felt compelled to take the time to critically evaluate Monkton, create a photographic essay, there are likely “readers” for DLD College, your story. TIP: This isn’t the time to writing Сolleges, be humble. Taking on courseowrks DLD College London, a photo essay is a large endeavour. While there’s nothing wrong with having it be something you only did for your own personal growth, showing it around can be helpful both in experience and persuasive longterm benefit. Courseowrks DLD College London? Post it on social media, find appropriate places your essay could be displayed, and think about how it helped you. Every single photo essay I have done has led to an outstanding connection, or more work, and there is nothing wrong with getting those things along with the steps for writing an essay High School, personal gain of accomplishing something you’re proud of. The ideas are truly for a photographic essay are limitless. Truly.
Want a few more ideas for projects, try these? Have you ever done a photographic essay? What is your experience? Share with in the comments if you have, or have considered it. If you haven’t, what are you waiting for? Read more from courseowrks London our Tips Tutorials category. Lynsey Mattingly photographs families, kids, couples, and writing University other groups of people who, for whatever reason, kind of like each other.
Her portrait work has been featured in London People Magazine, Us Weekly, BBC Magazine, and on prompts Cesar Ritz Сolleges Switzerland, national TV including CNN, Oprah, and Ellen, but most importantly, in the personal galleries of clients across the country. Her photography can be viewed at www.lynseymattingly.com or on Facebook. Excellent post Lynsey. I suffer from the same challenges as you in courseowrks tip #4. I get caught up in my personal meaning behind some of my pictures.
Apparently, others feel the of essay of Hertfordshire, same way. http://www.picture-power.com/my-most-powerful-picture.html. DLD College London? I have an School, idea for a photo essay I wanted to pursue, this article helped grow it further. DLD College London? Thank you. Write? Wonderful article. I liked the DLD College, picture for #3.
This is the main reason why I think a blog is a much more interesting format than a photo sharing site such as flickr or 500px to show your work; for Сolleges Switzerland, me, the images are just part of the story, but the words and texts can help define them, giving them context and body. For me, an image rarely works alone and usually comes in a set with a particular rhythm and flow; what precedes and what follows is a very important element of each capture, as well. One example from my blog, a short walk that I took recently along a humble neighborhood in London Bangkok: I think the persuasive essay Ellesmere College, issue in Tip #4 is common to all creative endeavors: We all get too close to DLD College, the material. In a previous life, I was a writer and arguments Bishop’s College editor, but when it came time for me to edit my own stuff, I had somebody else look at it. We have too much of ourselves tied up in courseowrks DLD College London the work to be objective sometimes. Evaluate Monkton? Wonderful article, thank you #128578; some of the examples are awesome and thought-filling. Thank-you for telling me about this!! It pretty much rocks. I am so glad that I came across this article this morning.
I am no pro photographer but just someone who loves capturing images to DLD College, share. I have been asked to volunteer my time to capture a group of article writing Ritz Switzerland, students in Beijing, who would be traveling to Xian, the home of the terracotta warriors, to help out in a orphanage just 2 weeks from now. I have never done this before. They are not expecting much. Just pictures for the event. London? However, I wanted to for writing Diocesan High, tell a story. A story of DLD College, these volunteers as well as the orphans and I have been struggling over the past week of whether is that what I should do. Essay College? After reading this article, I know that I am on the right path and hopefully help not to London, take pictures of persuasive, people, but take pictures of the story behind the people. Thank you again very much. This is my first opportunity to use my hobby for a good cause, and I am very excited about it. Thank you again for this great article.
Really good points and very motivational to get me on a riveting photo essay again. Courseowrks? I did attempt one such photographic essay which I titled #8220;The World of Weeds.#8221; Would appreciate a few visits with any helpful comments or critiques. It#8217;s over at one of my blogs and can be found here: http://thegoldenumber.blogspot.com/2013/07/the-world-of-weeds.html. you have some beautiful images there, but I would keep the Bishop’s School, focus similar. the shift in focus from 1, 2, 3 and 5 is courseowrks DLD College London radical. 5 the green plant on the corner and then 7 seems another sudden change. Critically Evaluate Monkton Combe School? The drain-pipe is beautiful because the eye follows the path of the London, pipe and write and essay so tightly focused. Courseowrks? It seems to persuasive essay College, be erratic because you have the courseowrks DLD College London, wonderful still life of dried plants against nearly solid backdrops like walls and then sudden change to article Cesar Сolleges, green plants that don#8217;t seem to have the same focus.. but the dried plants and wall work, the courseowrks, drain beautiful and interesting. The green plants against walls work well with dried plants because they have similar conceptual style. Overall, is interesting group and and essay should be developed some more.
I recently completed my first photo essay as an eBook. It took me a long time to figure out how to courseowrks London, work with iBooks Author, but it was a great platform to construct such a vehicle to display digital photographs in a meaningful way. Unfortunately, it only publishes to persuasive essay guidelines Ellesmere, iBooks, which translates, effectively, to having the eBook only on iPads. Courseowrks? Photo essays in black and white. This post inspired me to start my website of write for me Epsom, photo essays. My current ongoing series is courseowrks about a band I went on tour with and the different things I learned and encountered: http://www.quietandconstant.com/on-tour-with-lemuria-part-1/
I recently made a photo essay which was published in a mainstream web portal so I#8217;m quite happy about that. Cesar Ritz Switzerland? I agree that sometimes, photographs have to courseowrks DLD College, be put in write for me context by London, using words to University of Hertfordshire, string them together. Also believe that any subject can be turned into a photo essay. The Photo Essay is a piece where its the photographer#8217;s voice through and through. Landscape Photography Tips. Photo Composition Tips. DLD College? Beginner Photography Tips. For Writing School? 2006 - 2017 Digital Photography School, All Rights Reserved / Disclaimer.
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Forensic Science – Toxicology Essay Sample. There are several techniques used in the detection of drugs during systematic toxicological analysis. These techniques are useful methods for DLD College, the detection and identification of drugs that are valuable in a variety of contexts such as the criminal justice system, and pre-employment screening. Persuasive College. The suitability and London availability of steps for writing an essay John High, each technique varies depending on the drug being studied. Each technique has a different sensitivity and specificity available for the class of drug. Gas Chromatography and Thin-Layer Chromatography Gas Chromatography (GC) is an instrument used to separate volatile components of a liquid sample. The sample is drawn into a syringe and is injected into a hot injector which vaporizes the sample into the gas phase. An innate carrier gas (mobile phase) sweeps gaseous components of the sample onto the GC column (stationary phase). The components of the sample partition between the two phases and London are individually recorded as they reach the detector at end of the College column at different times. Each component of the courseowrks DLD College London sample is then identified using its retention time in the GC column (WFU n.d.).
Thin-Layer Chromatography (TLC) is steps Saint School, a simple and inexpensive procedure that is often used to provide information on number of components in a compound or to indicate the extent of London, progress of a chemical reaction (WPI n.d.). In this technique, a small quantity of a sample is blotted on and essay Epsom a TLC plate which moves up via capillary action of DLD College, a solvent. The substances are then identified using by their their so-called Rf values. Define Critically Combe. The Rf value for a substance is the ratio of the distance that the substance travels compared to the distance that the London solvent travels up the plate (WPI n.d.). Methadone Methadone is a synthetic narcotic analgesic which is for writing an essay School, used in many countries as substitution therapy for heroin addiction (Horakova and Valentova, 2004, p.1). However, when abused, methadone may cause severe intoxications and fatalities. It is classified among the drugs that cause central nervous system depressant effects, which can impair driving ability (Bureau of Forensic Services, n.d.). Courseowrks. Several methods can be used in methadone detection which includes GC and TLC. Persuasive Arguments School. In a study on the determination of methadone in urine (Horakova and Valentova 2004, p.1), gas chromatography was shown to be suitable for methadone therapeutic drug monitoring. However, whereas the chromatographic separation was completed within 13 min, the whole procedure from the extraction to determination of methadone and EDDP in urine took 4 – 5 hours to complete.
An early study showed that TLC is suitable as a routine screening procedure for methadone. DLD College. McIntyre et al (1975, p.1) showed that TLC can isolate at least four metabolites of L-acetyl methadol and detect methadone by the presence of the unmetabolized drug and critically evaluate Combe School its metabolites in the urine. DLD College. Using the technique, the define Monkton investigators showed the TLC can be used as a simple means of courseowrks DLD College, distinguishing methadone-containing specimens from those that contain L-acetyl methadol. Codeine is used as a narcotic analgesic drug prescribed for pain relief and relief from coughing (Bureau of Cesar Ritz Сolleges Switzerland, Forensic Services, n.d.). A study on the determination of codeine in blood and bile by GC showed that the method is highly sensitive to the drug (Lee, H. Lee C. 1991 p.1). DLD College London. An earlier study showed that urine sample can also be used to detect codeine using GC and TLC.
Jain et al. Persuasive Arguments Bishop’s College. (1975, p.1) showed that gas chromatographic and courseowrks DLD College thin-layer chromatographic analysis positively identified as little as 0.5 mg of codeine in urine. Diazepam is a benzodiazepine-type drug which is prescribed for and essay Epsom College, its anticonvulsant and muscle relaxing effects (Bureau of Forensic Services, n.d.). An early study on the use of electron-capture GC for London, the analysis for diazepam in serum showed a high chromatographic sensitivity and peak symmetry for the benzodiazepine (Wallace, Schwertner Shimek 1979, p. 1296). A methodology using high performance TLC has also been developed for the detection of diazepam. Sarin et al. (1998, p.332) conducted a study based on this method and found that TLC is a rapid and reliable qualitative and quantitative tool in the analysis of cold drinks adulterated with diazepam and can be used by law enforcement laboratories for routine analysis. In some cases, a presumptive test may be helpful especially where rapid detection and Ellesmere identification is required. Lu and Taylor (2006) studied the efficacy of two commercially available drug-screening tests: Online KIMS assay and EMIT II assays. The sensitivity and courseowrks DLD College London specificity of two immunoassays were evaluated using a total of 738 urine samples that were collected from adult arrestee. The results showed that both the EMIT II and KIMS assays have strong capabilities to steps John The Baptist Diocesan accurately detect the presence of methadone from urine samples (Lu Taylor 2006, p.116). Gas Chromatography and Mass Spectrometry. Gas chromatography (GC) coupled to mass spectrometry (MS) is London, routinely employed in writing, forensic toxicological analysis.
GC is used to separate the chemical components of a sample by vaporizing the sample with a carrier gas before it is run through a normal separation processes. MS is used to detect specific compounds based on their mass spectrum (Bureau of Forensic Services n.d.). The separation power of GC combined with the selectivity of the detection of London, MS make the use of GC–MS the technique of choice among other tools of drug detection (Paterson, Cordero Burlinson 2004, pp.323). Barbiturates are prescription sedatives also known as depressants. Depressants act as “downers” which affect the central nervous system. They are often used to persuasive arguments Bishop’s College counteract the unpleasant effects of illicit stimulants or to reduce anxiety (GDCADA n.d.).
GC–MS is commonly used with solid-phase microextraction (SPME) in the detection of DLD College London, barbiturates. A study on the simultaneous determination of define critically evaluate Monkton, seven barbiturates in human whole blood and urine showed the technique is courseowrks DLD College, simple and sensitive enough to be used in the fields of clinical and essay Ellesmere College forensic toxicology (Iwai, M.et al. 2004). Using the DLD College method, the investigators showed that the barbiturates could be rapidly and simultaneously determined even at define critically evaluate, the therapeutic levels. TLC can also be used as a presumptive test for barbiturates detection. The WHO suggests that the DLD College London qualitative analysis of barbiturate is best performed by Monkton Combe School TLC using a solvent extract of urine, stomach contents or scene residues. TLC should also permit identification of the type of barbiturate present, if not the actual compound ingested.
However, accurate measurement of individual barbiturates normally requires GLC or high-performance liquid chromatography (WHO n.d.). Solid Phase Extraction. Solid-phase extraction (SPE) is a method of courseowrks, extraction used to write and essay Epsom isolate and DLD College concentrate organic analytes from the sample matrix and to provide a suitable sample extract for instrumental analysis. SPE techniques are used process samples quickly and provide more reproducible results. Basically, the process of SPE involves the pumping a sample through a disk or cartridge in order to trap organic analytes and then eluting the organic analytes from the solid sorbent using an define critically Combe School, organic solvent. Ketamine is a tranquilizer commonly used to sedate animals.
Its liquid form can be injected, consumed in drinks, or added to materials that can be smoked (DEA n.d.). The use of ketamine causes delirium, amnesia, depression, and long-term memory and courseowrks DLD College London cognitive difficulties. The drug’s ability to cause dissociative amnesia, which makes a person unable to remember while under its influence, have been commonly reported to being used in date-rape cases (DEA). A study presented a method for the detection of ketamine using samples that were extracted by an automated SPE procedure (Leong et al. 2005, p.314). And Essay For Me Epsom. The extracts were subsequently analyzed using GC-MS. The results showed that the limit of detection for ketamine was found to be at 0.4 ng/mg while the limit of quantitation was found to be 0.6 ng/mg. Gas-liquid chromatography (GLC) involves all methods used in gas chromatography using a liquid dispersed on a solid support as the stationary phase. The separation of the components of the sample is achieved by partition between the mobile and stationary phases of the GLC (IUPAC). According to London the Center for Disease Control, in 2004, about 1 in 3 adult drinkers in critically evaluate Monkton, the U.S reported to have past-month binge drinking (Serdula cited by CDC 2004).
Binge drinking has been associated with a number of adverse health effects, including unintentional injuries including motor vehicle accidents (Naimi 2003 cited by CDC). In a study conducted by the National Highway Traffic Safety Administration (NHTSA) in 2002, 41% of all traffic-related deaths in the U.S. were alcohol-related motor vehicle crashes (2003 cited by CDC). Gas liquid chromatography has been used by most forensic laboratories in the determination blood alcohol concentrations (BAC). A study suggested that GLC is the most reliable method in BAC determination compared to enzymatic procedures often used in courseowrks London, hospital laboratories, although no significant difference has been found in BAC values obtained using both methods (Wineka et al. 2004, p.1). Using GLC method, linear detector response was observed at ethanol concentrations of (Navitas), 0–300 mg/dl.
HPLC and UV Spectrophotometry. High-performance liquid chromatography (HPLC) is a form of liquid chromatography that is used to separate compounds found in a solution. HPLC instruments are made up of a reservoir of mobile phase, a pump, an injector, a separation column, and a detector. The presence of DLD College London, analytes in the column effluent is recorded by several detection methods such as UV Spectrophotometry, which is the measurement of the wavelength and intensity of absorption of UV light by persuasive arguments Bishop’s College a sample. Morphine, Codeine, Oxycodone, Hydrocodone. Morphine, codeine, oxycodone, and hydrocodone are opiates commonly used for pain relief.
Morphine is a narcotic analgesic pain reliever most often found as an active metabolite of various opiate drugs such as codeine or heroin. Codeine, oxycodone, and hydrocodone are semisynthetic narcotic analgesic commonly prescribed as pain relievers and cough suppressants (Bureau of Forensic Services, n.d.). According to the DEA, aside from their medical use, these narcotics produce a general sense of well-being by reducing tension, anxiety, and DLD College aggression which may be helpful in critically evaluate Monkton School, a therapeutic setting but contribute to their abuse. A method has been developed for the simultaneous determination of common drugs including morphine, codeine and hydrocodone using reversed-phase HPLC (Achilli et al. London. 1996, p.273). It was shown that it was possible to identify and to determine these drugs in the same chromatographic run in just 50 minutes. The combination of HPLC-UV has also been applied in the simultaneous determination of oxycodone and steps for writing John The Baptist Diocesan High its major metabolite, noroxycodone (Cheremina et al. 2000, p.777). Another study used UV detection in the simultaneous determination of codeine and its metabolites in plasma and urine samples after separation using HPLC (He et al. 1998).
Investigators have shown that the method was highly sensitive and selective and showed good reproducibility and accuracy after external standardization (He et al. 1998). Methamphetamine is courseowrks DLD College, a stimulant drug that causes increased heart rate and blood pressure and irreversible damage to blood vessels in the brain, producing strokes. Respiratory problems, irregular heartbeat, and extreme anorexia are among the persuasive guidelines Ellesmere College other effects of methamphetamine. Courseowrks London. Methamphetamine use can also result in cardiovascular collapse and death (NIDA 2003). UV detection can also be used in combination with HPLC in the detection of article Cesar, illicit methamphetamine use. A study showed that this method provides a good run-to-run repeatability and has the capability to distinguish impurities in the samples (Lurie et al.
2000, p.53). However, the same study showed that HPLC with fluorescence (FL) detection gave more than 60x increase in London, sensitivity over UV detection for certain impurities in the study. Further, the use of FL detector was more rapid which make it an ideal presumptive test for methamphetamine detection. Several techniques have been established as reliable tools for the detection and analysis of for me Epsom College, drugs of abuse. Studies have shown that these methods further improve their sensitivity and specificity when used in combination. Other studies have also demonstrated that some of these techniques are rapid enough to be used as presumptive test.
While certain methods have distinct advantages over other techniques, they nevertheless have their own disadvantages. Therefore, careful evaluation should be made on the choice among these methods to ensure proper drug identification and analysis. Achilli, G., Cellerino, G.P., Melzi d’Eril, G.V. Tagliaro, F. (1996). Determination of illicit drugs and courseowrks DLD College related substances by write and essay Epsom high-performance liquid chromatography with an electrochemical coulometric-array detector. Journal of Chromatography A . 729(1-2), 273-7. Barbiturates, Greater Dallas Council on Alcohol Drug Abuse, retrieved 12 May 2006, from courseowrks DLD College London, http://www.gdcada.org/statistics/barbiturates.htm. Bureau of Forensic Services. An Introduction To Gas Chromatography / Mass. Spectrometry.
Office of the steps for writing Saint Diocesan High School Attorney General, Dept. of DLD College, Justice. State of California. Persuasive Bishop’s College. Retrieved 12 May 2006, from http://caag.state.ca.us/bfs/toxlab/index.htm. Cheremina, O., Bachmakov, I., Neubert, A., Brune, K., Fromm, M.F. Hinz, B. (2000). Simultaneous determination of oxycodone and courseowrks DLD College its major metabolite, noroxycodone, in human plasma by high-performance liquid chromatography. Critically Evaluate. Biomedical Chromatography. 19(10), 777 – 782. Department of Health and London Human Services 2005. General Alcohol Information: Measures of.
Alcohol Consumption and Alcohol–Related Health Effects from Excessive Consumpti o n . Centers for Disease Control and Prevention http://www.cdc.gov/alcohol/factsheets/general_information.htm. Gas Chromatography , Wake Forest University, retrieved 12 May 2006, from http://www.wfu.edu/chemistry/courses/organic/GC/index.html. Girod, C. Staub, C. Evaluate Monkton Combe. Analysis of drugs of DLD College, abuse in hair by automated. solid-phase extraction, GC/EI /MS and GC ion trap /CI /MS. Forensic Science International, 107, 261–271. He, H., Shay, S.D., Caraco, Y., Wood, M. Woodm AJ. Define Combe School. (1998).
Simultaneous. determination of codeine and its seven metabolites in plasma and urine by high-performance liquid chromatography with ultraviolet and electrochemical detection. Journal of Chromatography B . 708(1-2),185-93. Horakova, R. Valentova, J. (2004). Gas chromatography determination of methadone. in urine. Acta Facult. Pharm. Univ.
Comenianae. 51, 106-111. Iwai, M., Hattori, H., Arinobu, T., Ishii, A. Kumazawa, T. Noguchi, H.et al. (2004). Simultaneous determination of barbiturates in human biological fluids by direct immersion solid-phase microextraction and gas chromatography–mass spectrometry. Journal of Chromatography B. 806, 65–73.Jain, N.C., Sneath, T.C., Budd, R.D. Leung, W.J. (1975). Gas chromatographic/thin-layer chromatographic analysis of acetylated codeine and morphine in urine. Clinical Chemistry. 1(10),1486-9. Lee.
H.M. Lee, C.W. London. (1991). Steps For Writing The Baptist. Determination of morphine and codeine in blood and bile by. gas chromatography with a derivatization procedure. Journal of Analytical Toxicology. 15(4),182-7. Leong, H.S., Tan, N.L., Lui, C.P. Courseowrks DLD College London. Lee, T.K (2005). Evaluation of Ketamine Abuse Using. Hair Analysis: Concentration Trends in a Singapore Population.
Journal of steps an essay Saint Diocesan, Analytical Toxicology. 29(5), 314-318. Lu, N.T. Taylor, B.G. (2006). Courseowrks DLD College. Drug screening and confirmation by GC–MS: Comparisonof EMIT II and Online KIMS against 10 drugs between US and England laboratories. Forensic Science International. 157, 106–116.
Lurie. I.S., Bailey, C.G., Anex, D.S., Bethea, M.J., McKibben, T.D. Casale, J.F. (2000). Profiling of impurities in illicit methamphetamine by high-performance liquid chromatography and capillary electrochromatography. Journal of Chromatography A . 2000 870(1-2), 53-68.
Mcintyre, JA., Armandi, A.E., Risen, L.P., Ling, W., Haberfelde, G.C. (1975) Thin-layer Chromatography and Enzyme Immunoassay of L-Alpha- Acetyl Methadol and Methadone Metabolites in Urine. Clinical Chemistry. 21(1), 109-112. Moore, C., Guzaldo, F., Hussain, M.J. Lewis, Galenson, D. (2001), Determination of methadone in article prompts Ritz Switzerland, urine using ion trap GC/MS in positive ion chemical ionization mode. Forensic Science Journal International, 119, 155-160. Musshoff, F., Driever, F., Lachenmeier, K., Lachenmeier, D.W., Banger, M. Madea, (2006). Courseowrks. Results of hair analyses for drugs of abuse andcomparison with self-reports and urine tests.
Forensic Science International, 156, 118–123. National Institute on Drug Abuse (2003). Nida infofacts: methamphetamine. Retrieved 12 May 2006, from http://www.nida.nih.gov/Infofacts/methamphetamine.html. Paterson, S., Cordero, R., Burlinson, S. (2004), Screening and semi-quantitative. analysis of post mortem blood for basic drugs using gas chromatography/ion trap mass spectrometry. Journal of Chromatography B , 813(1-2), 323-330.
Sarin, R.K., Sharma, G.P., Varshney, K.M., Rasool, S.N. (1998). Persuasive Arguments College. Determination of diazepam. in cold drinks by high-performance thin-layer chromatography. Journal of courseowrks DLD College, Chromatography A . 822(2),332-5. Thin Layer Chromatography , Worcester Polytechnic Institute, retrieved 12 May 2006, from of essay University of Hertfordshire, http://www.wpi.edu/Academics/Depts/Chemistry/Courses/General/tlc.html. Wallace, J.E., Schwertner, H.A. Shimek Jr., E.L. (1979). Analysis for diazepam and nordiazepam by electron-capture gas chromatography and by liquid chromatography. Clinical Chemistry. DLD College London. 25, 1296-1300.
World Health Organization (WHO), Basic Analytical Toxicology, The International Programme for Chemical Safety (IPCS), retrieved 12 May 2006, fromhttp://www.who.int/ipcs/publications/training_poisons/basic_analytical_tox/en/index7.html. Wineka, C.L., Wahbab, W.W., Windischc, R.M. Winek, C.L. (2004). Serum alcohol concentrations in trauma patients determined by immunoassay versus gas chromatography. And Essay. Forensic Science International. Courseowrks DLD College London. 139, 1–3. Is this the perfect essay for writing Ritz Сolleges Switzerland, you? Save time and order Forensic Science – Toxicology. essay editing for only $13.9 per page. Top grades and quality guaranteed!
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