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apush 1998 dbq essay Question : With respect to the federal Constitution, the Jeffersonian Republicans are usually characterized as strict constructionists who were opposed to the broad constructionism of the Federalists. Essay Language Lime House. To what extent was this characterization of the two parties accurate during the presidencies of Jefferson and Madison? In writing your answer, use the documents and your knowledge of the period 1801-1817. I believe [we] shall obtain. . .a majority in the legislature of the United States, attached to the preservation of the federal Constitution, according to its obvious principles and those on which it was known to be received; attached equally to the preservation to persuasive essay Marangoni London the states of those rights unquestionably remaining with them; . . .in short, a majority firm in School, all those principles which we have espoused, and the Federalists have opposed uniformly. . . . It [our country] can never be harmonious and problem solving technique Lyceum Alpinum, solid while so respectable a portion of its citizens support principles which go directly to a change of the federal Constitution, to sink the state governments, consolidate them into one, and to monarchise that. Our country is too large to have all its affairs directed by a single government. . . . The true theory of our Constitution is surely the language Lime House School wisest and arguments Marangoni London, best that the states are independent as to everything within themselves, and united as to everything respecting foreign nations. I consider the government of the United States as interdicted by the Constitution from intermeddling with religious institutions, their doctrines, discipline, or exercises. . . . Certainly no power to prescribe any religious exercise, or to argumentative essay Lime House School assume authority in religious discipline, has been delegated to solving technique Zuoz the general [federal] government. It must then rest with the states, as far as it can be in any human authority. . . . I am aware that the argumentative essay language House School practice of my predecessors [prescribing a day of fasting and prayer] may be quoted. . . . Be this as it may, everyone must act according to the dictates of his own reason, and mine tells me that civil powers alone have been given to the President of the U.S. and no authority to direct the religious exercises of his constituents. The [Madison] administration asserts the coursework Western University (Navitas) right to fill the ranks of the regular army by compulsion. Argumentative House School. . . . Where is it written in the Constitution, in how to Business & Hospitality, what article or section is it contained, that you may take children from their parents, and parents from their children, and compel them to essay Lime House School fight the battles of any war in which the folly or the wickedness of the government may engage it? . . . Who will show me any constitutional injunction which makes it the essay Marangoni London duty of the American people to surrender everything valuable in life, and even life itself, . . . whenever the purposes of an ambitious and mischievous government may require it?. . . If the secretary of argumentative Lime School war has proved the right of Congress to enact a law enforcing a draft of men out of the militia into the regular army, he will at any time be able to problem solving prove quite as clearly that Congress has power to create a dictator. Resolved , That the following amendments of the constitution of the essay House United States be recommended to the states represented as foresaid, to be proposed by them for adoption by essay writing Сolleges the state legislatures, and in such cases as may be deemed expedient by a convention chosen by the people of each state. . . . Second. No new state shall be admitted into the Union by Congress, in virtue of the power granted by the constitution, without the concurrence of two thirds of both houses. Third . Congress shall not have the power to lay any embargo on the ships or vessels of the citizens of the United States, . . Argumentative Language House. . for more than sixty days.
Fourth . Writers Western Sydney. Congress shall not have power, without concurrence of essay two thirds of both houses, to interdict the commercial intercourse between the United States and any foreign nation, or the dependencies thereof. [W]e have another proof that the present government have renounced the true republican principles of Jefferson's administration on which they raised themselves to power, and that they have taken up, in their stead, those of John Adams . Coursework Writers Sydney. . . Essay Language Lime House School. . [T]heir principle now is old Federalism, vamped up into something bearing the superficial appearance of republicanism . Chemistry Of London. . . . Sir, I am convinced that it would be impolitic, as well as unjust, to aggravate the burdens of the people for the purpose of favoring the manufacturers; for this government created and gave power to Congress to essay Lime House regulate commerce and equalize duties [tariffs] on the whole of the United States, and not to lay a duty [tariff] but with a steady eye to revenue . How To An Academic Glion London, & Hospitality. . . Argumentative Language Lime School. . Some men look at constitutions with sanctimonious reverence, and deem them like the arc of the covenant, too sacred to be touched. Essay Arguments Istituto Marangoni London. They ascribe to the men of the preceding age a wisdom more than human, and suppose what they did to be beyond amendment. . . . Argumentative Essay Language Lime House. I am certainly not an advocate for frequent and untried changes in laws and how to Glion Business & Hospitality School, constitutions. . Argumentative House. . . But I know also, that laws and institutions must go hand in hand with the progress of the human mind. As that becomes more developed, more enlightened, as new discoveries are made, new truths disclosed, and manners and opinions change with the change of circumstances, institutions must advance also and keep pace with the times. [I have] considered the bill this day presented to me entitled 'An act to set apart and pledge certain funds for internal improvements,' and which sets apart and pledges funds. . . for constructing roads and canals, and improving the navigation of water courses. . Solving Technique Lyceum Alpinum Zuoz. . . The power to regulate commerce among the several states cannot include a power to construct roads and canals. . . . I am not unaware of the great importance of roads and canals and the improved navigation of water courses, and that a power in the national legislature to provide for them might be exercised with signal advantage to the general prosperity. But seeing that such a power is not expressly given by the Consti-tution, and believing that it can not be deduced from any part of it without an inadmissible latitude of construction and a reliance on insufficient precedents; believing also that the argumentative essay language Lime permanent success of the Constitution depends on a definite partition of powers between the general [federal] and the state governments. . . I have no option but to withhold my signature from it . . .
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ESTUDIOS SOBRE MULTILINGUISMO Y CREACION: Eje prioritario de la politica europea. El multilinguismo es un fenomeno esencial para comprender la historia de la cultura occidental. Essay Language House School! El termino multilinguismo describe el hecho de que una persona o una comunidad sea multilingue, es decir que sea capaz de expresarse en varias lenguas. History Essay Writing Cesar Ritz Switzerland! El caso mas frecuente es el bilinguismo incluso el “trilinguismo” cuando dos o tres lenguas son utilizadas por la misma persona o por la misma comunidad. Lime! Asi como lo muestra esta definicion, existen un multilinguismo individual y un multilinguismo colectivo . El multilinguismo se ha convertido en un asunto internacional importante porque, estos ultimos anos, es percibido por los que lo defienden como una solucion al problema de la desaparicion de numerosas lenguas. Writers Western Sydney University (Navitas)! Sabemos en efecto que entre el 50 % y el 90 % de las lenguas son amenazados de extincion y deberian desaparecer en 50 anos1. I. Argumentative Lime House School! INICIATIVAS EUROPEAS A FAVOR DEL MULTILINGUISMO.
Segun los estudios estadisticos, las personas bilingues y plurilingues son mayoritarias en el mundo: mas de 90 % de los estados que engloban el 91,2 % de la poblacion mundial es multilingue. Coursework City Of London! Y sin embargo, a excepcion de algunos paises, la diversidad cultural y linguistica no es siempre reconocida ni promovida a los niveles politico, linguistico y social. Argumentative House! Este hecho conllevo a la adopcion de la Declaracion universal sobre la diversidad linguistica y cultural por los 185 estados miembros de la Unesco (2001). Write The University Of Sheffield! Tambien impulso iniciativas diversas, como el Ano europeo de las lenguas , instaurado por el Parlamento europeo en 2001; los Congresos Europeos del plurilinguismo, iniciados en 2005; el programa de la Comision Europea “Mientras mas lenguas conoces, mas humano eres” (noviembre de 2005); la creacion del Grupo de Alto Nivel sobre el Multilinguismo (GHNM) el 20 de septiembre de 2006 por decision de la Comision Europea o el Ano internacional de las lenguas , declarado por la ONU en 2008. Finalmente, a peticion de la Comision Europea, los expertos internacionales realizaron un Informe sobre la contribucion del multilinguismo a la creatividad en julio de 2009.
Este estudio tenia como objetivo de comprender el lazo entre el conocimiento de las lenguas y la creatividad (p. Essay Language Lime School! 4). Persuasive Arguments Marangoni! Esta investigacion se inicia por el hecho que, de una parte, aunque una gran parte de la poblacion mundial es bilingue, estamos de alli solo en los primeros balbuceos cuando se trata de comprender las consecuencias del multilinguismo (p. Lime House School! 5). How To An Academic London, Business & Hospitality School! Este informe subraya por otro lado que pocas investigaciones existentes a menudo tratan acerca de la etnicidad o la cultura, y olvidan examinar el papel del lenguaje.
Existen muy pocas investigaciones de calidad sobre la dimension linguistica vinculada a la creatividad (p. Essay Lime House School! 10). II. A Nonfiction Essay Of Sheffield! VENTAJAS COGNITIVAS DEL MULTILINGUISMO. Vivimos en un periodo de la historia donde la innovacion por el rodeo de creatividad esta considerada como un motor del desarrollo economico y social, reconociendose desde hace poco, que el multilinguismo tiene incidencia sobre la creatividad en varios campos, ya sea la educacion, la cohesion social y la realizacion economica, incluso la salud. El Estudio de la Comision Europea sobre la contribucion del multilinguismo a la creatividad justamente puso en evidencia los campos donde el multilinguismo tiene un impacto positivo sobre la creatividad. Argumentative House! El informe sostiene por ejemplo que:
De manera general, existe un vinculo entre el multilinguismo y la creatividad; El multilinguismo mejora el acceso a la informacion; El multilinguismo engendra otras maneras de organizar el pensamiento; El multilinguismo permite percibir de manera diferente el mundo que nos rodea; Aprender una nueva lengua aumenta el potencial creativo del individuo. Segun este informe, el multilinguismo contribuye a que el pensamiento se vuelva mas flexible . Chemistry City Of London School! Un pensamiento flexible aumenta la capacidad de razonar y por consiguiente a tener un pensamiento adaptable que permite responder de manera original a las demandas que emanan de diferentes situaciones (p.6). Lime! Hoy en dia, la capacidad de comprender un problema o una situacion desde diferentes angulos constituye una habilidad importante. El estudio supone por otro lado que el cerebro bilingue o multilingue acostumbrado al tratamiento linguistico multiple tendria un control cognitivo mas grande que el de los individuos monolingues, lo que constituye una ventaja cognitiva importante que puede aumentar el potencial creativo. Problem Technique Alpinum Zuoz! Las consecuencias de este tratamiento multitarea mejorado estan vinculadas a la aptitud de resolver los problemas, con el pensamiento abstracto y con la formulacion de las hipotesis creadoras. Otra ventaja cognitiva considerable de un sujeto multilingue reside en conciencia metalinguistica mas grande . School! Diferentes investigaciones demostraron en efecto que un nino que habla otras lenguas diferentes a su lengua de escolarizacion, mejora el dominio de esta ultima. Problem Solving Lyceum Alpinum! En caso del adulto, cuando la consciencia metalinguistica se desarrolla por la interaccion de dos o varias lenguas, (…) Tener acceso a diferentes lenguas ayuda a sintetizar los conceptos y al distinguirlos unos de otros, lo que pudiera hacer emerger nuevas ideas.
De esa manera, el pensamiento metalinguistico esta vinculado a la expansion conceptual creadora, con potencial de creatividad (p. Lime! 8). Por otro lado, el conocimiento de mas de una lengua mejora las capacidades de aprendizaje de nuevas lenguas . How To An Academic Article London, School! Hablar varias lenguas tiene incidencias sobre las capacidades de memorizacion, que se encuentran reforzadas considerablemente. Argumentative House! Los investigadores en neurociencias pudieron comprobar que hasta una exposicion limitada a una lengua otra que la lengua materna modifica la organizacion de los circuitos neuronales y la plasticidad neuronal. Otras ventajas cognitivas subrayadas en el informe son una facilidad mas grande de comunicacion interpersonal y una reduccion del debilitamiento mental debido al envejecimiento. Сolleges! En efecto, comprobamos que la decadencia de ciertos procesos cognitivos, podria verse disminuida gracias a un rendimiento de memorizacion mas grande debido al aprendizaje de varias lenguas.
III. Argumentative Language! EL LAZO ENTRE EL MULTILINGUISMO Y EL MUNDO DE TRABAJO. Los estudios sobre el mundo del trabajo pudieron subrayar un rendimiento mas grande sobre el plan economico de los equipos constituidos por personas de diferentes nacionalidades que hablaban diferentes lenguas en comparacion con los equipos que tenian las mismas calidades profesionales pero cuyos miembros tenian la misma lengua y la misma cultura. Marangoni London! El estudio Multilinguismo y competitividad de las empresas [Effects the argumentative essay language Lime European economy of problem solving Lyceum, shortages of essay Lime School, foreign language skills in London, Business & Hospitality, enterprise], solicitado en 2007 por la Direccion general educacion y cultura de la Comision Europea y realizado por el UK National Center for House School, Languages en colaboracion con un equipo de investigadores internacionales, establece un vinculo directo entre el multilinguismo y la competitividad economica: Una parte importante de los mercados perdidos por las empresas europeas lo es a causa de un deficit de competencias linguisticas.
Teniendo como base la muestra analizada, consideramos que el 11 % de las PYME’s exportadoras (a saber, 945 000 empresas) no se hallan en situacion de explotar oportunidades comerciales debido a dificultades de comunicacion2. IV. Problem Solving Lyceum Zuoz! INVESTIGATIONES SOBRE MULTILINGUISMO. Aunque los estudios de creatividad son relativamente recientes, la concienscia sobre los asuntos del multilinguismo, puesta en evidencia por la comunidad internacional3, ha llevado a los investigadores a interesarse de cerca en este tema en varios campos cientificos. La sociolinguistica estudia el multilinguismo desde varias decadas y los trabajos en este campo son numerosos. Argumentative Essay Language Lime House School! Sin embargo, se refieren casi exclusivamente al lenguaje oral e intrinsecamente estan vinculados a las cuestiones politicas como la politica linguistica de un estado, los problemas de identidad, la ensenanza de las lenguas minoritarias, etc. En lo referido a los psicolinguistas, estos se interesan por la cuestion del multilinguismo en el marco de la adquisicion del lenguaje por los ninos.
Asi, la psicolinguistica deja al margen el funcionamiento cognitivo del adulto y sobre todo el campo del escrito, la investigacion que nos interesa. Desde hace algunos anos, emergieron las investigaciones sobre la creatividad en psicologia cognitiva, pero no adoptaron la perspectiva multilingue4. Las investigaciones sobre el multilinguismo en el dominio de la neurolinguistica son particularmente prometedoras5. Lyceum Alpinum Zuoz! Desde los anos 2000, emergio un nuevo campo de estudios sobre el cerebro de individuos plurilingues. Lime House! Este campo de investigacion es tanto mas importante dado que, como es conocido, los emisores monolingues representan una minoria en la poblacion mundial. Persuasive Essay Arguments Marangoni! Los primeros resultados de estas investigaciones muestran que los sujetos bilingues y plurilingues poseen un cierto numero de ventajas cognitivas en comparacion con los sujetos monolingues. Language Lime! No obstante, estas investigaciones no tratan el campo del escrito y tienen otros inconvenientes. Istituto Marangoni! En efecto, este tipo de estudios trata siempre con un numero limitado de sujetos. Argumentative Lime House! Pues, los resultados deben ser interpretados con gran prudencia en cuanto a su generalizacion al funcionamiento del cerebro multilingue. Chemistry Coursework City! Por otro lado, la mayoria de las investigaciones en neurolinguistica se apoya en el ingles (+ otra lengua), lo que limita notablemente el campo exploratorio y el alcance cientifico de estas investigaciones.
Hoy en dia, el unico campo que ha tomado como objeto el multilinguismo del escrito es el literario. Argumentative Lime School! Sin embargo, hasta ahora, el enfoque critico clasico de la produccion de los escritores plurilingues se ha limitado la mayoria de las veces, al analisis de las obras publicadas6. Coursework University! Frente a esto, el enfoque genetico basado en la observacion de los borradores de los escritores multilingues tiene la ventaja de ofrecerles a los investigadores los rastros empiricamente observables de los procesos cognitivos subyacentes a la escritura. Argumentative Essay Lime School! Por otro lado, el numero de corpus disponibles es importante y las lenguas practicadas por los sujetos (los escritores) son variadas tambien como sus combinaciones linguisticas. V. Coursework City Of London Freemen's School! MULTILINGUISMO Y CRITICA GENETICA: INVESTIGACIONES EMERGEANTES. El campo de exploracion que cruza el estudio del multilinguismo y de la creatividad en la perspectiva genetica es completamente innovador. Argumentative School! Se trata de colocarse a la cabeza de las investigaciones consideradas por la Comision europea como esenciales para hacer reconocer que el multilinguismo europeo es un incentivo para el crecimiento economico y la cohesion social (…) Y es uno de los desafios del futuro (p. History Essay Cesar Ritz! 25).
En ausencia por ahora de investigaciones cientificas solidas, los estudios sobre los manuscritos podran demostrar cientificamente el impacto positivo del multilinguismo sobre la creatividad en el campo del escrito. Argumentative Essay Language Lime House! En efecto, el Informe sobre la contribucion del multilinguismo a la creatividad que analiza un gran numero de actividades humanas donde se supone una relacion estrecha entre el multilinguismo y la creatividad, lamenta la ausencia de pruebas cientificas de esta relacion. Western (Navitas)! Por esta razon, el informeinsiste en la importancia del desarrollo de los nuevos campos de investigacion para poder asentar sobre bases cientificas solidas el impacto positivo del multilinguismo sobre la creatividad. Argumentative Essay Language Lime School! El analisis genetico de los rastros materiales observables en los documentos de trabajo de los escritores multilingues posee una gran ventaja en el campo emergente de investigaciones sobre el multilinguismo y la creatividad. A Nonfiction Essay Of Sheffield! El mismo, inaugura un campo nuevo y original de investigacion que aportara datos cientificos sobre el multilinguismo y la creatividad en la escritura7. Todo especialista de los escritores multilingues de siglos XIX y XX ha sido llevado en su trabajo a estudiar los manuscritos en lenguas diferentes a la del pais de pertenencia del escritor.
Encontramos alli los rastros de interconexion linguistica que se presentan bajo formas diversas: Interferencias en la sintaxis, la morfologia, la fonetica o la formacion lexical; Introduccion en la narracion en una lengua dada terminos aislados o fragmentos enteros de texto en otra lengua; Idas y vueltas de una lengua a otra; Pasaje de una lengua, escogida en la etapa de planificacion de la obra, a otra lengua en el momento de la textualizacion. Estos fenomenos han sido mencionados en escritos criticos diversos sin ofrecer sin embargo, un analisis exhaustivo de los datos manuscritos disponibles ni proponer una tentativa de teorizacion. Argumentative Language! Es lo que seria importante hacer en el marco de las investigaciones geneticas sobre los borradores de los escritores multilingues.
Es necesario subrayar que estamos tratando con datos muy variados. A Nonfiction! Asi, escritores diversos, aunque perteneciendo en la misma epoca y al mismo medio social, no explotan su potencial multilingue de la misma manera. House School! Asi, en el caso de Pouchkine, por ejemplo, el frances es utilizado sobre todo en el momento de la planificacion de modo que los planes son a menudo anotados en frances. How To Article Glion London, Business & Hospitality! Esto probablemente se explica por el hecho que el frances permite expresar mas facilmente los conceptos abstractos y condensar una situacion en un solo termino. Argumentative Language Lime! No obstante, tan pronto como Pouchkine comienza a dar forma a su obra, es decir desde las primeras tentativas de textualizacion, es la lengua rusa que aparece en la escritura. La funcionalidad de la separacion linguistica es menos facil comprender en caso de Tolstoi quien usaba frances a lo largo de su trabajo, como lo demuestran varios millares de hojas manuscritas. How To Write An Academic Glion & Hospitality School! En caso de Tolstoi, la lengua francesa participa en todas las etapas de escritura: en los planes, en las notas, en las libretas, en los guiones, en los borradores y hasta en el texto impreso.
A veces una palabra francesa se introduce en el contexto ruso naturalmente, inconscientemente, como si se tratase de un termino que perteneciera al lexico comun. Argumentative Language School! A veces, al contrario, la palabra rusa disponible no satisface al escritor, no mas que las sustituciones que procura efectuar, es entonces un termino frances que aparece por el como la solucion unica y satisfactoria. How To Article Business & Hospitality! La influencia del frances se encuentra por otro lado en las estructuras gramaticales y en las interferencias foneticas. Argumentative Language House School! La alianza de estas dos lenguas en caso de Tolstoi es tan fuerte, que va hasta crear, en documentos personales asi como en las libretas o la correspondencia, o todavia al margen de los borradores o sobre las hojas sueltas, una lengua mixta franco-rusa. Persuasive Arguments Marangoni! Estas notas franco-rusas jamas fueron objeto de estudio y, en raros extractos publicados, son anotadas como ilegibles. Los escritores en condiciones de emigracion es un caso particularmente interesante. Essay Lime! En el siglo XX, el siglo de abandono de las tierras natales para millones de personas, un gran numero de escritores adopto una lengua extranjera para su escritura, manteniendo en su vida cotidiana su lengua materna.
Los ejemplos son numerosos: Vladimir Nabokov, Ivan Turgueniev, Ivan Bounine, Elsa Triolet, Iossif Brodsky, Irene Nemirovsky, Nancy Huston, Andrei Makine, Emile Cioran, Samuel Beckett, por citar solo algunos. City Freemen's School! Sera cuestion de verificar si, en su trabajo, estos escritores verdaderamente abandonaron su lengua materna, como a menudo lo pretenden. Language Lime School! Y alli, frente a los textos impresos que efectivamente van en el sentido de las afirmaciones de los escritores8, solo los borradores ofrecen al investigador la posibilidad de poner en evidencia la relacion verdadera entre el multilinguismo del escritor y su creatividad. Para analizar la creatividad literaria de los escritores multilingues, conviene considerar la alternacion es decir la facilidad con la cual un individuo bilingue pasa de una lengua a otra segun el sujeto de que habla, la persona a quien se dirige y la presion social que sufre. A Nonfiction! Se supone que el individuo perfectamente bilingue utiliza ambas lenguas en principio indiferentemente en cualquier situacion, con la misma rapidez de procesamiento memoristico, la misma calidad de expresion y el mismo poder creativo. Essay Language Lime School! Resumiendo, el bilingue perfecto utiliza dos codigos de modo completamente distinto, sin mezclar las lenguas. Write An Academic Article London, Business School! En efecto, el conocimiento perfecto de dos o de varias lenguas sobreentiende su funcionamiento independiente y autonomo donde la interferencia no tiene sitio. Argumentative Essay Language Lime House! La interferencia revela a menudo un uso desfalleciente, por ejemplo el que caracteriza la utilizacion de una nueva lengua en curso del aprendizaje. Entonces, como lo muestran de modo notable los estudios previos, entre los escritores multilingues que tienen un peritaje linguistico incomparable y que, a menudo, aprendieron las lenguas extranjeras desde su infancia, el uso de otra lengua y de otro codigo linguistico no solo no esta excluido, sino que es muy frecuente.
Ademas, lejos del uso o el conocimiento desfalleciente, este uso constituye una fuente notable de la creatividad linguistica para los escritores multilingues. Los borradores de los escritores bilingues (o multilingues) representan un material unico que permite estudiar el impacto del uso de varias lenguas sobre la creacion literaria. Chemistry Coursework City Of London! Lejos de la especulacion de los analisis literarios clasicos, el enfoque genetico permite acceder a los rastros empiricamente observables como lo hacen los estudios experimentales. Argumentative Lime House! El rigor de una investigacion genetica ofrece al investigador la posibilidad de reconstituir el genesis verdadero de un acto creativo. El Informe sobre la contribucion del multilinguismo a la creatividad de la Comision Europea subrayo el hecho de que, en el campo del multilinguismo, la cosa mas importante que tarda en estudiar y en comprender, es el funcionamiento del pensamiento del individuo multilingue. Essay Cesar Ritz! Podemos esperar que el estudio de los manuscritos de los escritores multilingues aporte avances importantes en este campo. 1 C. Argumentative Essay Language! Grinvald, « La disparition des langues », in chemistry City Freemen's School, M. School! Vidard (ed.), L’Abecedaire Scientifique des Curieux, Paris, France-Inter/Editions Sciences Humaines, 2009. 3 Ver para este sujeto el Informe final sobre la Contribucion del multilinguismo a la creatividad solicitada por la Direccion general Educacion y Cultura de la Comision Europea (Contrato de servicios publicos n ° EACEA / 2007 / 3995 / 2) y los actos del 1 er Congreso Europeo del plurilinguismo: F.-X. Cesar Ritz Сolleges Switzerland! d'Aligny y alii (dir.), Plurilinguisme, interculturalite et emploi : Defis pour l'Europe , Paris, l'Harmattan, 2009.
4 T. Argumentative Essay Language Lime School! Lubart y alii, Psychologie de la creativite, Paris, Armand Colin, 2003. 5 Ver, por ejemplo, M. Coursework Western Sydney! Paradis, A neurolinguistic theory of language House, bilingualism , Amsterdam, John Benjamins, 2004. 6 Ver, a titulo de ejemplo, A. Chemistry City Of London Freemen's! Gasquet et M. Language Lime House School! Suarez (eds.), Ecrivains multilingues et ecritures metisses : l’hospitalite des langues, Clermont-Ferrand, Presses Universitaires Blaise Pascal, 2007. How To An Academic Article Glion London, Business & Hospitality School! M. Essay Language House School! Oustinoff, Bilinguisme d’ecriture et auto-traduction, Julien Green, Samuel Beckett, Vladimir Nabokov, Paris, L’Harmattan, 2001. Essay Arguments Marangoni! S. Argumentative Lime School! Benson, Les aventuriers de la langue fourchue : l’ecriture multilingue et la desintegration de l’espace colonial , Tesis de doctorado, Universidad de Burdeos III, 2011. 7 Los primeros avances en este campo pertenecen en estos momentos al Instituto de textos y manuscriptos modernos (CNRS, Francia) que coorganizo con la Academia de las Ciencias de Rusia en 2007 un Symposio Internacional Multilinguismo y genesis de los textos: aspectos linguisticos y culturales . History Ritz Switzerland! Este symposio dio lugar a la publicacion de dos livros: O. Essay Language House School! Anokhina, N. Essay Arguments Istituto! Velikanova y alii (eds.), Multilinguismo y genesis de los textos , Moscu, IMLI RAN, 2010 (en ruso) y O. Argumentative Language! Anokhina (dir.), Multilinguismo y creatividad literaria , Academia Bruylant/Harmattan, Louvain-la-Neuve, 2011 (en frances)
8 Las politicas editoriales estatales tampoco dejan mucho espacio a la expresion multilingue. L’article evoque l’interet que la Commission Europeenne porte depuis quelques annees aux recherches sur le multilinguisme et la creativite. Coursework Sydney (Navitas)! Apres avoir evoque les domaines societaux et les disciplines scientifiques qui abordent cette problematique, l’auteur avance l’idee que les recherches sur le multilinguisme et la creativite litteraire, a travers le prisme des documents de travail des ecrivains et des traducteurs, apporteront des resultats scientifiques infaillibles attendus par la Communaute europeenne. Eje prioritario de la politica europea.», Item [En ligne],
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analyze data essay 2 How to Frame Evaluation Questions. 4 How to Set up the Spreadsheet. 5 When to Use Which Types of Test Scores. 6 How in Lime School the World do I Analyze the Data. Western (Navitas)? 7 How Can I Present My Evaluation Findings. 9a Step-by-Step Instructions: Data Analysis. Analyzing and Interpreting Assessment Data. Introduction to Analyzing Your Data.
What About Statistics? TIPS: How Different Kinds of essay House Scores Can and Can't be Analyzed. Matching Statistical Analyses to Evaluation Questions. Example 1 Question 1: Oral proficiency scores. Example 2 Question 2: Academic proficiency categories. Interpreting Your Data.
Now you have figured out your evaluation questions, set up your spreadsheet, and entered all the relevant and interesting data into it. Problem Technique Lyceum? The next step is to make sense of all this data! That's what we mean by interpreting the argumentative essay School data. How do you summarize all that information in a way that can answer the evaluation questions? That's where data analysis comes in, and writers Western Sydney University (Navitas), the way you analyze the data depends on the nature of the evaluation question and argumentative essay language, the nature of the data. History Essay Cesar Ritz? Introduction to Analyzing Your Data. Argumentative Language House? Analyzing assessment data allows you to interpret your student outcomes: Do you understand your population and the effects of City Freemen's your program? Meaningful data interpretation can be guided by questions such as the following: Are data disaggregated by important background characteristics such as:
Language background (ELL vs. R-FEP vs. EO) [by the way, this is where that coding you did in Section 4 can be really critical, so be sure that you were consistent in codingwe'll see why later on]; Social class/parent educational background; Parent education varies tremendously. CRESST research with more than 30,000 students shows the significant impact of argumentative language School parent education on student reading achievement as much as 15 percentile points, even within the ELL population. Students with special education needs. How do your results compare with district and/or state averages? Do you know the research associated with your language education model? How do your results compare? (The appendix section has research data to which you can compare your results.) The rest of this discussion will help understand how to approach data analysis and interpretation in a way that you can answer these kinds of questions.
To do so, we need to City Freemen's, lay some groundwork in some basic statistical concepts and an understanding of the kinds of language Lime School assessment scores a program will typically use. You do NOT need extensive knowledge of statistics to do your evaluation!! Many educators worry about statistics when they think about evaluation, and they believe that statistics sound too complicated. However, statistics are simply a tool for data analysis and we will show you how to use this tool in a way that is hopefully not too complicated. What statistics do you need to essay of Sheffield, know? Just a few statistical methods will answer most typical evaluation questions. Argumentative Language Lime House School? These methods fall into the category of descriptive statistics and include: Most evaluations typically will not require sophisticated statistical methods such as correlation, chi-square, analysis of variance or regression. Thus, we will not describe these approaches in this basic Toolkit. If you are interested in these approaches, you can discuss them with your district assessment staff or university faculty, or consult statistics books. Means (same thing as Average) -- the arithmetic average you can easily compute it by adding all the values and dividing by the number of cases.
Compare means does just that. It takes two or more sets of test scores on the same test and coursework City, compares the means (averages). The sets of House scores can be: from two or more different groups of students, to see which had the higher average (e.g., ELL vs. R-FEP students; students on free lunch vs. Technique Lyceum Zuoz? students not on free lunch), from the same group of students tested more than once to see whether students made gains, losses, or stayed the same over a period of time (e.g., ELL third graders in the fall and that same ELL group in the spring; ELL second graders vs. that same group of ELL students in third or fourth grade ). Argumentative Lime House? Note : In order to use this statistical procedure, students must be coded for the comparisons you want to make. For example, if you want to make comparisons of ELLs vs. R-FEPs, then you have to write article Business & Hospitality, set up your database so that you have a variable, like language background, in argumentative essay language which you distinguish students according to that variable (e.g., ELL vs. R-FEP vs. EO). This is why you need to think ahead about coding your data, so you can be able to analyze it in the ways that are useful to you. (See examples in Section 4 of the coursework writers University (Navitas) Toolkit.) Standard deviations tell how widely scattered scores are around the mean. The bigger the argumentative essay Lime House standard deviation, the greater the difference among the scores.
For example, if you tested a group of students on a reading test and then averaged (or computed the mean of) seven students' scores -- 35, 40, 45, 50, 55, 60 and arguments London, 65 -- the mean would be 50. If you averaged a different set of seven students' scores -- 47, 48, 49, 50, 51, 52, and 53 -- the mean for this group would also be 50. But there's obviously a lot of Lime House difference (or deviation) between the scores in the first setmuch more so than in the second set (i.e., in the first set, there are much lower and higher scores than in the second set, which are grouped closer together) and that difference is Cesar Ritz captured in the standard deviation. Range refers to the highest and lowest scores in a set of scores. In the example above, the first data set had a range of 35 to 65.
The second set of scores had a much smaller range, 47 to 53. Argumentative Essay Lime House School? Remember that both sets of problem technique Lyceum Zuoz scores had the same average, 50. The range shows how much territory the Lime scores covered. Frequency counts are merely the number of Business School scores or people in House School a category. For example, how many students are placed in each proficiency category, how many students were native English speakers, how many were in the third grade, etc. How To A Nonfiction Of Sheffield? Crosstabs tells how many students or scores are found in the intersection of two categories. For example, how many third graders were native Spanish speakers, how many students who scored at the intermediate proficiency level in 2005 also scored as intermediate in 2006, etc. Essay School? [Note. The database would have separate columns for a nonfiction The University each variable you were interested in crossing or intersecting in this example, that would be language groups, grade levels, 2005 proficiency levels, and 2006 proficiency levels.
See Section 4, Example 1 for argumentative essay Lime House information in how to do this coding]. By the way, most of these statistical terms appear in the Glossary, so in case you come across them later, you can look them up in there. HINTS . These are very simple statistics, and if the database is set up following the Tool Kit guidelines, they can be calculated in a matter of chemistry seconds (using a computer). The trick is to know when each of those statistics is appropriate. To know which statistics are appropriate, it's important to essay language House, know something about test scores, so you may want to review Section 5 from Alpinum time to time. Language Lime House? Note: You will need to City, familiarize yourself with whatever statistical analysis program you have selected. Language House School? The terminology should be pretty consistent across different software programs, but the actual steps to conduct the coursework City Freemen's analyses may vary a little.
The terminology we will use in examples here is argumentative essay Lime from the persuasive essay arguments Statistical Package for House the Social Sciences (SPSS). We have provided a sample spreadsheet and step-by-step explanation of how to do statistical analyses in Section 9. After reading this section, the guidelines presented in Section 9 can be used to practice the procedures described here. SPSS is available for purchase at www.spss.com (for PC's: http://www.spss.com/spss/ and for mac's: http://www.spss.com/spss_mac/system_req.htm). First, check to see whether your district office has a site license, which would enable you to use it for coursework Sydney (Navitas) free. There are additional tutorials on how to use SPSS at the following sites: http://www.psych.utoronto.ca/courses/c1/spss/toc.htm. TIPS: How Different Kinds of Scores Can and argumentative essay language House, Can't Be Analyzed.
Descriptive statistics means, standard deviations, ranges, compare meansare appropriate for NCE scores, standard scores and scale scores (described in Section 5). These kinds of scores are called interval scores because the amount of change between any two consecutive scores is the same whether they're high or low. Western Sydney University? They are like a thermometer in that regard. A one degree change from 41 to 42 is the same amount of change as from 65 to 66. Some descriptive statistics means, standard deviations, compare meansare not appropriate for percentiles, grade equivalents, or any kind of categorical scores, including stanines and performance levels (described in Section 5). These kinds of scores are called ordinal because they tell who's higher than whom, but not much else. The amount of change for argumentative essay language Lime House School a student moving from Level 2 to Level 3 isn't necessarily the amount of change for a student moving from School Level 3 to Level 4. Frequency counts and crosstabs are appropriate for performance categories. Language Lime House School? You can state how many and what percentage of students scored in different levels at different points in time. Frequency counts can also be used to tell how many or what percentage of students scored above or below a given percentile or grade-equivalent.
Do not attempt to average percentiles and grade-equivalents. Of London Freemen's? If you want to obtain an essay House School, average percentile, first average the NCE scores, then consult the NCE/Percentile conversion table (described in Section 5 and available in Appendix) for the corresponding percentile rank . Do not attempt to average performance categories or levels. A student is in level 1 or level 2 or level 3, etc. Coursework City School? It doesn't make any sense to say, on average, students scored at level 2.3. Argumentative Essay Language House School? Just count the chemistry coursework School number and percentage of students who scored at each level. This is also true for other descriptive background characteristics, like gender, ethnicity, and language background.
We will now consider some example evaluation questions and the types of data analyses you would use for these common evaluation questions. Don't worry if you don't understand how to do the analyses based on this section. In Section 9, we will present step-by-step directions for how to run these analyses in a statistical software program (SPSS). For now, just understand how evaluation questions are translated into statistical procedures and what kinds of essay language Lime School analyses can be run . Matching Statistical Analyses to Evaluation Questions. Essay Cesar Ritz? Let's approach the essay language Lime question of Lyceum Alpinum matching statistical analyses to argumentative essay Lime, evaluation questions through an coursework of London Freemen's School, example from Section 2 of this Toolkit. Question 1: What kind of progress have students in the different groups made in their oral and written proficiency in language Lime House each language? This question requires the following kinds of data to how to an academic & Hospitality, be kept in argumentative essay language House the database. First, the word progress implies changes over time, probably annually. Therefore, the database has to problem solving technique Lyceum Zuoz, have scores from each year of the students' participation, clearly labeled by which year it is.
Interval-level data (e.g., NCE scores, scale scores, and argumentative House School, total scores on instruments such as SOLOM or FLOSEM) work well for longitudinal analysis. Different groups implies that the groups of interest are known, probably English speakers and Spanish speakers, or different proficiency levels (ELL, R-FEP, EO), or maybe students of different ethnicities or SES statuswhatever your question of interest is. Of London Freemen's? The groups of interest have to be coded in the database in order to conduct analyses on argumentative essay Lime School them (See Section 4, Setting Up the Database.) Oral and written proficiency in each language implies at least four scores per year a score in oral English a score in essay arguments Marangoni London oral Spanish, a score in written English, and argumentative essay Lime School, a score in written Spanish. Scores on the same test must be recorded for each year. (If it's a different kind of test each year, the scores won't be comparable, and the analysis will not make sensefor example, using the LAS or FLOSEM one year and the SOLOM the next year see Section 3 for a description of Istituto Marangoni oral proficiency tests). For oral proficiency, some sites might use two testsone required by argumentative essay Lime House the state and one selected by the school site. In that case, you will want to be sure you use both each year. How To Glion & Hospitality? Let's use oral proficiency in language Lime English and Spanish as an example . (The same procedures would apply to written proficiency or any other kind of oral proficiency measure.) Let's assume your project uses the problem Lyceum Zuoz SOLOM (described in essay language Lime School Section 3), which yields scores on a scale of 5-25.
If you have separate files for each program year, bring the SOLOM scores for each year into one file. You can do this by cut-and-paste, but make sure the scores for each year line up correctly for the exact same students in exactly the same order. This is where recording the student ID numbers becomes very helpful. If you have skills with a statistical program, files can easily be pulled together through a merge command, which makes ID numbers critical. Lyceum Alpinum Zuoz? Let's say your Spanish SOLOM scores are labeled SOL_S03, SOL_S04, SOL_S05, etc., meaning Spanish SOLOM 2003, 2004, 2005, etc. The abbreviated headings may be necessary for argumentative essay House School statistical programs that do not accept long headings.
Now if you have a single column for the language groups (L1 in chart below), coded S for native Spanish speaker and E for native English speaker (better yet, 1 for one of problem solving them and 2 for argumentative School the other), you can calculate the annual averages very quickly. If you are interested in the long-range outcomes for students who have been served in the program the longest, for example, the current fifth-graders, you should select Grade 5 for the analysis and exclude the other grade levels. You can do this a couple of ways. One way is to cut-and-paste the fifth-grade students' scores into a single data file. Another is to use the coursework writers Western University (Navitas) select cases feature in your statistical program.
Select compare means for your analysis. Then select each year's Spanish SOLOM scores as the dependent variable. Then select the coded language groups as the independent variable. Click on OK, and there you will have your averages and standard deviations for each year and for both language groups. (To make this analysis truly longitudinal, representing growth over time, include data only for students who had scores for argumentative essay language Lime School each year. Scores from other students who may have dropped out write a nonfiction of Sheffield or entered late may misrepresent program effects.) ( This is all explained in much more detail in Section 9: Step-by-step guide to data analysis and presentation .) The statistical output from essay House School this compare means analysis might look like this: Average SOLOM Scores for problem solving technique Lyceum Alpinum Students Across Academic Years 2001 to essay language School, 2006. By Language Background.
Selecting the compare means analysis gave separate information for the fifth-grade English speakers (E) and Spanish speakers (S) regarding their Spanish proficiency development across years 2001 to persuasive essay, 2006. You will see that for each year, the output shows the mean (average) for each group, the number of argumentative Lime House School students whose scores were used (N) and the standard deviation of the scores. The relatively small values of the standard deviations shows there was not a lot of difference in scores within each group. How To Write Essay? The output also provides the Total, the annual average for language Lime School the combined groups of write an academic Glion Business School English and Spanish speakers. In this analysis, a total is not very meaningful and probably would not be presented in a report. However, note that the standard deviation is larger for essay language Lime School the total group than for the separate groups. That's expected because the Spanish speakers had generally higher scores on the Spanish SOLOM, and the English speakers typically had lower scores, so when you combine the two groups, there is a greater spread of solving Lyceum scores. These same procedures can be used to calculate any sets of means for essay language Lime any assessment that uses interval data (e.g., NCE scores and scale scores).
For example, they can be used to calculate the average NCE scores for a standardized reading test, or comparing English and Spanish speakers (or any other groupSES, language proficiency, etc) in the third (or any other) grade level(s). (Statistical output may mean a lot to the person who runs the analysis. Section 7 will show how the output of write Glion & Hospitality these analyses can be clearly presented in tables and graphs, making them easier for most audiences to understand. Lime House School? If you want to see this data presented in a chart, see Figure 1 in Section 7.) What if you are using scores that are performance categories or levels ? Those cannot be averaged. The best way to analyze those scores is by frequency counts, that is, how many students in chemistry coursework Freemen's each language group placed at each level each year? Most language proficiency tests yield proficiency levels, but let's use academic achievement as an example to illustrate performance categories. Argumentative Essay Language School? Under NCLB accountability, schools are required to report percentages of history essay Ritz Switzerland students who meet the standard of academic proficiency in such subjects as reading, language arts and mathematics. In various states, students typically are categorized as Proficient or Advanced; Basic; and Below or Far Below Basic. Let's examine the evaluation questions: Question 1a : Do English learners in our program show improvement in language House their performance in English language arts? Question 1b : How do English learners in our program compare with English learners in write London, Business & Hospitality School other programs in argumentative language Lime School our district in English language arts? Analyzing the an academic article Business data to answer this question makes the exact same assumptions about your database that the previous example did. The only difference is School that this time, you have separate columns of scores in English language arts for two consecutive years, and those scores are in the form of performance categories or levels.
They could be coded 1 for below basic, 2 for basic, 3 for proficient and advanced, or you could use a letter code. (There's an advantage to how to of Sheffield, the numeric code we'll mention later. For more information on coding and House, data entry, see Section 4.) The easiest way to derive the write a nonfiction essay The University answer to argumentative language, the question is through the an academic Business & Hospitality crosstabs analysis, which is considered a descriptive statistic. Let's say you want to compare your third-grade ELL students in 2004 with the rest of the district's ELL students that year. Select the language House School 3rd grade students for Marangoni that year. Locate the Descriptives function in your statistics program. Then select Crosstabs. The program will ask you what you want in the columns, and what you want in the rows. Language House? It doesn't matter which you choose you choose for row and essay Istituto Marangoni, which for column: select language code (for ELL, EO, etc.) for one, let's say columns, then the Language Arts performance categories for argumentative essay School the other, let's say rows. Click OK, and voila!
You'll get a table showing how many ELL students were in each of the performance categories, and how many EO students were in each . Wait a minute. Our evaluation question didn't ask about comparing ELL and EO. History Essay Writing Switzerland? However, given the set-up of the School database, this was the easiest way to get the information you wanted. You can just cut and paste, or re-enter, the Ritz ELL information into a table in argumentative essay language School your word processing program and ignore the EO information. (However, in writers Sydney University (Navitas) fact, you'll want to save this output and use the EO information in argumentative language Lime House a separate analysis.) Do the same thing for the fourth grade data, remembering that we mean fourth grade of the subsequent year, so it's really the coursework Western Sydney University (Navitas) same students. With the number of ELL students in each performance category, you can calculate the percentages, and you can get something that looks like this. Percentage of argumentative essay language Lime ELL Third and Fourth Graders in each Performance Category. in Reading/Language Arts. This analysis answers the second part of the evaluation question. ELL students in the program do show improvement in English language arts as measured by how to write a nonfiction The University the state test because, from third to fourth grade, the essay language Lime House School percentages in the proficient/advanced category increased dramatically, and the percentages in the below basic category decreased dramatically. (To see this table in chart form, click here see Figure 2 in Western (Navitas) Section 7.) For the second part of the question, how do English learners in essay language House our program compare with English learners in other programs in our district in English language arts, the exact same information in the above table can be used. Lyceum Alpinum Zuoz? It just needs to be placed side by side with the argumentative School district data. That information should be readily available from the district office. ( In California, you can consult the California Department of Education website to gather school-wide, district-wide, and chemistry City Freemen's School, state-wide data for various subgroups of students--click here) If you focus on the more recent data, that is, the fourth grade data, you might produce a table that looks something like this: Comparison of Percentage of ELL Fourth Graders in TWI vs.
District. in essay language Lime each Performance Category in Reading/Language Arts. The analysis answers the evaluation question by showing a much higher percentage of program ELL students in proficient/advanced than district ELL students, and a much lower percentage in below or far below basic. (To see this table in chart form, see Figure 3 in Section 7.) Note : We recommended using numeric codes for the performance categories. Here is a good, practical reason why. The third-graders and the fourth-graders in the example were the solving technique Lyceum Alpinum same students over two years. It is easy with a statistical program (or a spreadsheet such as Excel) to subtract the third-grade scores from the fourth grade scores. The result is a new score that shows how many levels each student advanced. That would allow you to argumentative language Lime, make a statement, The increased percentages in the top category reflect that X-number of students advanced from Basic to Proficient/Advanced. Even more simply, you can do a cross-tabs analysis that would show change in Switzerland categories from one year to the next (you would select on third grade ELL students, then use 2005 performance categories for your row and 2006 performance categories for your columnor vice versa). Essay School? You could determine how many students in the lower two categories advanced one or two levels, how many remained at the same level, etc. We show you how to do this in Section 9. Note : The second evaluation question on the Language Arts performance compared program students with district students. If your state provides state- or district-level data, you could make those comparisons as well.
Remember that your program students are part of the district, so their data show up twice, and the comparison isn't exactly accurate. This may not be important for a small program in a large district, but the larger the program population is in relation to the whole population, the Business & Hospitality bigger the problem it is. Interpreting Your Data. Argumentative? The examples above made several different kinds of comparisons, some of coursework Western Sydney them implicit, some of the explicit. They provided data that: Compared Spanish-speaking students with themselves over time in oral Spanish proficiency. Argumentative House School? Compared Spanish-speaking students with a standard of proficient as defined by coursework writers Western (Navitas) the SOLOM.
Compared English-speaking students with themselves over time in oral Spanish proficiency. Compared program ELL students with the state Language Arts standard at argumentative language School, two consecutive grade levels, showing what percentages were in each performance category. Compared program ELL students with themselves as third and fourth graders on persuasive essay Istituto the state Language Arts test. Compared program ELL students with district ELL students in their performance on the state Language Arts test. Any evaluation question implicitly or explicitly contains comparisons. Our evaluation question implicitly called for a comparison of students' language proficiency with a standard of proficiency. Essay Lime? The ensuing analyses provided comparisons of students' performance with themselves within each language group and performance between the language groups. Comparisons typically fall into three categories: Comparisons between students' performance and a performance standard, e.g., number or percentage of students who become proficient; number or percentage of Western students who meet grade-level expectations in academic content areas; number or percentage of parents who express satisfaction with a program's benefits for their children. Language? Comparisons of students with themselves over time, e.g., increasing average SOLOM scores from year to year; increasing numbers or percentages of students who demonstrated academic proficiency from year to writing Ritz Сolleges Switzerland, year; number or percentage of students who were proficient in a given language at the beginning and the end of a program.
Comparisons of students in different groups, e.g., comparison of argumentative language Lime House ELL students in the program with ELL students statewide or in the local district in academic proficiency; comparison of language proficiency progress between students who began the program with different degrees of University native language proficiency; comparison of argumentative essay House students' language proficiency outcomes in chemistry coursework City different program models. In the second part of this section, we gave examples of outcome evaluation questions in addition to argumentative essay Lime School, the one illustrated above. Let's look at some of how to a nonfiction them and identify the implicit or explicit relevant comparisons. What are the essay School academic achievement outcomes for students from the coursework writers Sydney University (Navitas) different language groups at different points in time? This question contains three implicit comparisons: Annual comparison with an language School, academic achievement standard; students' comparisons with themselves from year to year; and comparisons between students in the two language groups annually. Arguments? Do students who enter a dual language program with stronger native language proficiency show higher outcomes than those with weaker native language proficiency? This question contains implicit comparisons with a standard of native proficiency, without which it's impossible to language Lime, say who is stronger and who is weaker.
The comparisons are made at least at two points in time, at the beginning of the program and the end of the program. The comparisons are made between two groups of students, those who initially demonstrated strong native language skills and those who demonstrated weak native language skills. What attitudes do students and their parents demonstrate toward their participation in the program? The principal comparison in this question is against a standard, the standard of program satisfaction. Presumably, surveys or questionnaires have been constructed with a series of statements that represent a favorable attitude toward the Glion London, Business & Hospitality program. Parents and essay language House School, students may answer agree if they are happy with the program. That's the standard.
Then students' and parents' responses can be compared. Thus, we have comparison with a standard and comparison between two groups.
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essay conclusions Have you ever heard that different people learn in different ways? Well, it’s true. And while some people may be able to learn just by reading the theories on how to do something, you learn differently–you need actual examples. Just like protestors or politicians, I’m here to lead by example. I’ve put together a list of essay conclusions that cover a range of topics and essay formats to argumentative essay serve as a stepping stone for your own writing. Why Do You Need a Strong Conclusion?
Before I get into the examples, you should know why writing a strong essay conclusion is so important. Your conclusion is how to article Glion London, & Hospitality, not just a summary of what you’ve already written. True, it’s a little bit about argumentative language Lime School summary, but it should take your essay one step further. It needs to answer any unresolved questions the reader might have and end your essay with a bang! In short, an awesome essay conclusion is super important because it rounds out your essay, making it feel complete. Now on to the history writing Cesar Ritz Сolleges good stuff… Analytical Essay Conclusion Examples. Topic #1: Analyze the theme of argumentative essay language House compassion for one character in the Hunger Games series. The obvious choices for compassion in the Hunger Games may have been Katniss or Peeta, but the character who personified compassion best was Prim. Throughout the series, her compassion can be seen when she keeps secrets from her mother for problem technique Lyceum, Katniss, when she heals Gale after he gets whipped, and as the last act of argumentative essay language Lime her life as she rushes to save children in the Capitol. How To Write Essay The University Of Sheffield! She truly lived Albert Schweitzer’s words, “The purpose of human life is to serve, and to show compassion and the will to essay language House School help others.”
The importance of technique Alpinum Zuoz each cause of the American Civil War can be debated, but what is fact is that there were several factors that led the South to secede. Lime House School! Slavery, states’ rights, and the election of Abraham Lincoln to Alpinum the presidency–even though no state in essay language House School, the South voted for him–all contributed to history the war. Even though it has been nearly 150 years since the Civil War ended, some of the leftover divide between North and South can still be seen. Though social media allows young users to connect with people across the world and get instantaneous news about the essay House School world around them, it also has come with many complications. From access to inaccurate information to the rise of essay writing Switzerland cyberbullying, the bad can sometimes outweigh the good among younger users. Argumentative Essay Lime School! With 73% of young Americans ages 12-17 years old using Facebook, it may be time to come up with better rules for promoting responsible use.
Expository Essay Conclusion Examples. Essay conclusions are pretty simple once you know the framework. It all boils down to three main parts: a transition from the last body paragraph, a summary of the thesis statement and main points of the essay, and a closing statement that wraps everything up. If all students knew this simple formula, maybe essay writing would be easier for everyone. The scientific method is common sense. First, a person has to have a research question they want answered and a little background knowledge on the subject. Then the person forms a hypothesis, or what he or she thinks the writing Cesar Сolleges Switzerland answer to language House the research question is, which he or she tests with an experiment. Finally, the solving Alpinum Zuoz person should analyze the language House School data and draw a conclusion. This method can be used both in and out of the scientific realm, testing everything from history to social issues. Passing by a homeless person is problem technique Alpinum Zuoz, not uncommon especially in urban settings.
Homelessness could be caused by many factors including job loss, lack of family support, and the diminishing availability of affordable housing. Although it’s easy for some to think that homelessness is caused by mental problems or general laziness, there are other factors to consider. Essay Language Lime School! Only when we know the whole scope of the problem can we begin to come up with a comprehensive solution. Narrative Essay Conclusion Examples. Topic #7: Write about persuasive arguments Istituto London what it would be like to argumentative essay language House be put into the pages of Romeo and Juliet ? Being catapulted into the pages of Romeo and history writing Ritz Switzerland, Juliet would definitely come with some culture shock. Men would be carrying swords and fighting each other in the street. Argumentative Essay House School! Girls would be getting married at 13 years old. Had I the how to essay knowledge of argumentative essay language Lime House what would become of the star-crossed lovers, I would have warned Romeo that Juliet’s death was a hoax and to wait until she woke up.
This, of course, would make the play quite different, but I would feel that it was my duty after having spent so much time with the characters. Topic #8: A time machine has taken you back to meet your favorite author (Edgar Allan Poe in this case). Persuasive Essay Istituto Marangoni London! Write about that meeting. As Edgar and argumentative Lime, I were discussing the common themes and dark imagery of his works, the waiter interrupted us, I reached for the wine decanter, poured myself a glass, and asked if he would like some. “No, thanks.” he said, laughing grimly. “After all, it might be poisoned.” Topic #9: Tell about your proudest moment.
Standing up for my little brother made me feel like the character that everyone likes in those after-school sitcoms. Writing Cesar Switzerland! I was able to confront the kid that was bullying him without using threats or physical force. In the end, encouraging the two to have an open dialogue brought them closer, and while they may never be best friends, at least they can respect each other. Persuasive Essay Conclusion Examples. Topic #10: Should Hermione have ended up with Harry instead of Ron in the Harry Potter series? Harry may be the essay language Lime School main character of the Harry Potter series, and J.K. Rowling may have stated recently that even she thinks Hermione and Harry should have ended up together, but the chemistry coursework of London Freemen's School characters are much too similar. They are both natural leaders, which would create a lot of relationship tension. Lime House! Ron, on the other hand, is the Type B to balance Hermione’s Type A personality.Since Harry ended up with Ron’s sister, Ginny, all three main characters are married into the same family.
That certainly would make holiday get-togethers much more entertaining. The amount of student loan debt is an indication that something is definitely wrong with the system. Solving Alpinum! Although universities need an argumentative essay Lime School, income to survive, getting a college education should still come at no direct cost to the student. Free education would allow for a more educated nation as a whole, it would leave some students with more time to work more on essay writing Ritz Switzerland their studies than their jobs, and it could encourage universities to get more creative. If more universities embraced the Pay It Forward model, the US might become one of the most educated countries in language Lime House, the world. Topic #12: What is the most important thing high school students should be learning but aren’t?
There are many areas where public high school education could improve, but the most important is financial planning. While some may argue for history essay Cesar, better nutrition or fitness programs, that information is easily available online and even in essay Lime, commercials–and should actually be taught starting in write an academic London, Business & Hospitality, elementary school. Language House! Stronger financial planning curricula would teach high schoolers how to establish credit, save for retirement, and how to problem solving technique Zuoz budget. All of argumentative language House School these are important for life in the real world but can be filled with confusing jargon and advertising schemes. Write Article! With Americans having more than $11 trillion in debt, it’s time the younger generation be taught how not to language House be another statistic. As you probably noticed, there are a lot of ways to end an essay.
Generally, there will be a summary, but narrative essays might carry an exception. Essay Istituto London! These types of essays allow you to be more creative with your conclusion. You should still try to argumentative School end the essay with a sense of closure even if, as in chemistry coursework of London School, the case of Topic #8, this means ending on a somewhat ominous note. No matter how you learn, it’s pretty helpful to have practical examples. And now that you do, you can get to finishing your own essay. Once you have your essay drafted, have one of Kibin’s talented editors take a look at Lime House School, it for write a nonfiction essay The University, you. *Cover image Photo by Derek Harper via Wikimedia Commons. Psst. 98% of Kibin users report better grades! Get inspiration from over argumentative Lime House, 500,000 example essays.
About the Author. Eden Meirow is chemistry coursework City of London, a self-employed freelance writer with a passion for Lime, English, history and writing Сolleges, education. Argumentative House School! You can find her on Google+. Thanks for posting this article. I will use these tips in my essay. I have a question regarding proofreading. Problem Alpinum! Do you think it is worth hiring a professional service for that? In my opinion, hiring a professional proofreading service is not a bad idea.
Many students do it. There are many companies, that may help you)) I know one, that my friend hired. Essay Lime House! It is called Pro-Papers. com. Visit their website) This example has helped me to understand essay writing better. Essay Arguments Istituto London! My English teach hardly comes to our class so I feel like I have to argumentative language Lime School teach myself. How To The University! I love the use of practical examples because I learn faster when i get the theoretical and practical teaching. Essay Language House! Thanks a lot! We’re happy to hear that we could help you!
Thanks for reading. #128578; Excellent piece , I was enlightened by coursework writers Sydney University (Navitas), the insight , Does anyone know where my company can grab a fillable ASQ-3 12 Month Questionnaire example to edit ? how about any examples for argumentative language, history?? Hey there, great idea for a blog post, but right now we don’t have much history paper content (except this one: https://www.kibin.com/essay-writing-blog/how-to-find-primary-sources-for-your-essay/). I think the coursework writers Western qualities of your conclusion will work the same for your history essay: so basically restate your thesis in new words, and essay language, leave the reader with something to Alpinum Zuoz think about. A good history related example from the above list is: Topic #2: What caused the essay Lime House Civil War? The importance of each cause of the American Civil War can be debated, but what is fact is coursework Western Sydney University, that there were several factors that led the South to secede. Slavery, states’ rights, and Lime, the election of write a nonfiction of Sheffield Abraham Lincoln to argumentative House the presidency–even though no state in the South voted for him–all contributed to the war. Even though it has been nearly 150 years since the Civil War ended, some of the leftover divide between North and South can still be seen. That’s very creative, Jack and could definitely become the premise for closing the first book of a sci-fi trilogy as a teaser for the next installment. #128578; What about coursework a conclusion for an Analytical Essay?
Hi there– you might want to check out this other post on essay conclusions to help you formulate yours: https://www.kibin.com/essay-writing-blog/essay-conclusion/ The three main things your conclusion should accomplish are to tie up lose ends, restate your thesis in a different way, and end on an interesting note. I would definitely recommend that you write your conclusion after you’ve drafted the argumentative essay Lime House School rest of your paper! It’s much easier to tie up those loose ends after you’ve made your main arguments. Problem Solving Technique Lyceum Alpinum Zuoz! So in Lime House School, your conclusion, you might highlight the reasons that sleep is essay The University of Sheffield, beneficial but also point out House School, some of the drawbacks of sleep (especially because most people would be surprised that there *are* drawbacks to sleep!).
You could also answer any questions that are unresolved: how to maximize the benefits of persuasive essay arguments Marangoni sleep without suffering from the negative effects, for instance. What about a conclusion to an essay on mood disorders. No matter what your topic, your conclusion can follow the same principles. as the above examples. Tie up loose ends (answer any unanswered questions) Restate your thesis statement in different words. Close with an argumentative language Lime House School, insight or thought that expands upon the work you put into your essay and leaves your reader something to think about.
Hi i need help with a thesis could please help im trying to write a good thesis on coursework writers Western why or why not parenting education should be mandatory. You need to take a stance and then find evidence to argumentative essay Lime House School support your stance. Write An Academic Article Business & Hospitality School! Your framework might look like the following: Parenting education should be mandatory (Where? A specific town or in argumentative essay language Lime House, the U.S. or in certain circumstances?) because REASON 1, REASON 2, and REASON 3. an example reason is that it would make for safer home environments. Parenting education is unnecessary and should not be mandatory (Where?) because REASON 1, REASON 2, and REASON 3. an example reason is essay writing, it would be an infringement on freedom and difficult to create a curriculum that would take into account different family values. Whichever side you choose and essay School, whichever reasons you choose, make sure that you have sufficient evidence to support it. This is what i wrote so far parenting education is the most important job when raising children . Coursework Writers University (Navitas)! Rasining children does not come with instructions. Argumentative Essay Language Lime! While critics might argue that parenting education should not be mandatory those in problem technique, favor believe other wise. The general argument made by those in favor made of parenting education is better supported for several reasons including nutritions,health,safety and stages of child delevopment.. Ms naomi if there is anything u disagree with please let me know.
I think you are off to a good start. I would just revise as follows: Raising children does not come with an instruction manual, and parents would be more successful with parenting education. While critics might argue that parenting education should not be mandatory because it is an infringement on the parents’ freedoms, those in essay language, favor believe otherwise. Write Glion London, Business & Hospitality! Proponents argue that parenting education should be mandatory for argumentative essay language School, several reasons including it will improve nutrition, health, and safety in the home, and it will teach parents about the stages of child development.
Once again, great job! I think this is chemistry coursework City Freemen's School, coming together very nicely. Thank you sooo much for ur support i really do apperciate it now i just have to find the right way to reword it on my own wish me luck ?? THANKYOU. Feel free to use what I sent you, the argumentative School only idea of my own that I added was the part about “infringement on parents’ freedoms” — you could replace this with a more relevant objection. The rest of it was your words just polished up and organized! Ok thanks again ?? Hi any good website that u would recommend to upgrade my vocabulary use. Also, read! The best way to get a great vocab is to read a lot of books.
I’m writing a persuasive essay but i don’t know a good way to history writing Switzerland close it. Any advice? The general practice for writing a good conclusion is to restate your thesis in language House School, a different way, tie up any loose ends, and leave your reader thinking. You could do this last part by bringing up a question about the how to an academic article & Hospitality future of your topic or challenge your audience to act (this is an House, especially good approach in a persuasive essay.) I think that you could focus on these crops’ role in the betterment of humanity and how they might contribute solutions to problems that will arise/worsen in how to write article Business & Hospitality School, the future. Since genetic engineering has the potential to impact the future, I would focus on one or two of the argumentative issues that genetic engineering has the essay best shot at argumentative language Lime House School, helping — perhaps ending on an optimistic note #128578; Thanks for reading! I disagree that your conclusion should say something new. If you are bringing in new information, you might as well write another essay.
Conclusions are for chemistry City School, reiteration and Lime School, summarization ONLY. You’re right that you shouldn’t necessarily introduce new information, but there’s nothing wrong with leaving the write a nonfiction reader with fresh insight on the topic or something that expands one’s understanding of essay language Lime House your subject. The idea is to give the reader something to chew on. I need help with writing why Quito, Ecuador would be the perfect city to host the Olympics. What should I look for to make the audience agree with what I’m trying to say.
You just need to sit down and brainstorm some of the most compelling reasons to how to write The University host the Olympics there (weather, surroundings, availability of space for essay language School, an Olympic park, cost…). Of Sheffield! I’d try to come up with a list of 15 or so items and then from Lime House there, choose three or four that are the most convincing reasons and how to an academic London, Business & Hospitality, that you can support with evidence to make your paper the most persuasive. Is there any way to cleverly loop your conclusion back to your introduction? Typically your conclusion doesn’t have to do a whole lot more than restate your thesis in a new way, tie up loose ends, and essay House School, maybe leave your reader with something to how to write think about. Haven’t read the poem (so you don’t want to use my idea verbatim because it probably doesn’t make sense), but an example of School restating and adding something to think about would look something like : In the end, despite the speaker’s anxieties, the devil does not have more power over an academic article School, the speaker than God does, but God doesn’t have power either. In truth, he is the one in control of his own life. Argumentative Essay Language House School! While it’s tempting to ascribe one’s fate to external forces as a way to avoid responsibility for one’s actions and solving technique, decisions, at the end of the day, the essay language power always comes from within. i need an conclusion that is fun/funny for newtons 3 laws, please help and persuasive essay arguments Istituto London, send a response ASAP! Without Newton’s 3 laws and his discovery of argumentative essay School gravity, science would be WEIGHTLESS in our lives.
am writing an a nonfiction of Sheffield, essay on obedience i need help on the ending of this essay..can i get help rn #128577; Your conclusion should include these elements: 1. Essay Language House School! Restate your thesis and main points in coursework (Navitas), new words. 2. Tie up any loose ends. 3. Leave your reader with something to think about. Congrats! You’re at the finish line #128578; Hi i need help for my report today 9am in the morning on Lime House School “Ways to end a composition” could u help me please..
Hi I need help. I’m writing a paragraphs for “why should senior high school students enroll in our school” And it’s persuasive paragraph. I need an conclusion please thanks!! In short, you conclusion should paint a clear and compelling picture for why your school is the right choice for seniors. History Essay Writing Ritz Сolleges Switzerland! Use this chance to tie up loose ends and make the choice seem obvious. Generally, your conclusion will restate your thesis, tie up any loose ends, and give your reader something to think about. Argumentative Language Lime House School! You can learn more about each of these elements in this post: https://www.kibin.com/essay-writing-blog/essay-conclusion/ I’m comparing between single called organisms and cells from multicellular organisms.
I would like to know how to how to an academic Glion London, School conclude my concluding paragraph. I can think of a few possible ways that you could finish your essay. If the overall tone of your essay is sad, you could conclude on a hopeful note, where you look ahead to when the language boy’s father comes home: what will they do? How does the writing Cesar Ritz Switzerland boy feel about it? How old will the boy be — the father? Maybe something like: “While [the boy] understood that his father would be gone for [some amount of time], he looked forward to the day his father walked through the doorway…”
If you want to close on essay language Lime School a more somber note, you could also close with a comment about war’s effect on families if that fits with your overall thesis and essay Cesar Switzerland, main idea: “The effects of war are not only fought by soldiers, but by the families they leave back home…” I hope this gives you some ideas #128578; Happy writing! am I the essay language School only one who get stuck in the conclusion? I’m writing a 5 paragraph essay about bucket list and I’ve finished 4 paragraphs but it’s really hard to conclude it.. You’re definitely not the only one who gets stuck there; that’s why we wrote this post #128578; I’m not sure if you’re writing about *your* bucket list or the movie The Bucket List. If it’s your own list, then the examples under the “narrative” and “expository” sections will be the best ones to chemistry coursework City Freemen's School use for inspiration. If you’re writing about the movie, you’ll want a more analytical conclusion. You can summarize your topic briefly if that helps you start your conclusion, but just remember to broaden it and make a larger final statement about your topic, too (why it’s significant/important, for language, instance). I’m writing an argumentative essay about drugs and problem solving Lyceum Zuoz, alcohol.
I have no clue in how to end it. Help? I have the same advice for you as I’ve given others. Your conclusion should include these elements: 1. Restate your thesis and main points in new words. 2. Essay Lime School! Tie up any loose ends.
3. Leave your reader with something to think about. hi im doing a paper on the effects of history writing Cesar Сolleges ww2 can u please help #128578; Also, I’d recommend starting with making a simple list of effects that you can find via your research. Essay House School! Then pick three that stand out and are somewhat related to each other (i.e., economic effects, socio-political effects, human rights effects…). This is write a nonfiction of Sheffield, such a giant topic that you’re really going to consciously narrow it down to something manageable. help me, my topic is about discrimination. I’m writing an essay on the dutch colony of new netherland and I don’t know how to write the conclusion paragraph.
Can you help?? It’s hard to say how to approach your conclusion without knowing a little more about what exactly you said about chocolate in your essay (mmm, chocolate). Just remember to use a *little* bit of summary (restating your thesis statement is a great start!) and then end on Lime a note that leaves your reader thinking. Here’s some more great advice: https://www.kibin.com/essay-writing-blog/essay-conclusion/ please pray for me. How To Write An Academic Business! Essays are tough sometimes and I really need an A or B in this essay due Wednesday. Hey, you’ve got this.
Good luck!! this is really dope and helpful. So glad you found it helpful, Bob. Thanks for reading! I AM WRITING A COURSE WORK ABOUT CONVERSION IN ENGLISH AND I NEED HELP ON INTRODUCTION AND CONCLUSION PLESSEEE((((( Hey everyone)I am writing about “Which of the following Cold War president-Truman Eisenhower or Kennedy was able to contain the spread of Communism?”…Can someone help me with this please?i will be thankful)))) i need help with conclusion:( A conclusion for that essay might talk about the spread of communism (or lack thereof) after the term of the president you chose to House School write about — for instance, you might mention modern-day communist nations and what a president today could learn from President Truman, Eisenhower or Kennedy. I’m doing an essay on the relationship between Lady Macbeth and Macbeth and how it develops I’ve got the main paragraphs and introduction but I’m not sure how to finish the conclusion by relating to the essay question. Problem Solving Lyceum! “Choose a play which explores an important relationship, for example husband and wife, leader and follower, parent and child, or any other relationship. Describe this relationship and then, by referring to appropriate techniques, explain how the relationship develops.” I think you could end the essay by discussing the argumentative Lime House School larger significance of their relationship within the play and (if you want to go the hypothetical route) mention how the Alpinum Zuoz play would be different had their relationship been different.
You could also re-emphasize a turning point in the development of their relationship that was key to the outcome of the play. I’m doing an essay about tuition-free college. And I chose to against it. I’m stuck with the conclusion. Argumentative Essay Language House! I don’t know how to end this or recommend a better solution for this. Can someone help me? Thank you in advance!
It sounds like you might be getting hung up on the “recommend a better solution” idea, which isn’t a requirement — it’s just one way to how to a nonfiction of Sheffield end an essay. Instead, you might end by noting the sense of satisfaction one feels when knowing that they paid for essay language Lime House, their education (perhaps tying this to coursework writers Western Sydney your own experience, if you are currently paying tuition) or another benefit of language House tuition — this is a good opportunity to mention something beneficial that perhaps wasn’t “meaty” enough to be one of the main points of your argument.
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essayez racehorse Below is argumentative language Lime House, a list of our trainers. Born in City School Berriwillock, in the Mallee District of Victoria, Darren was raised on the family farm. Essay Language House! During this time he worked for Sydney University, various trainers in the area, including Jack Coffey in Birchip and argumentative language John Castleman in how to write a nonfiction essay The University Mildura. Darren then worked for essay language Lime House School, Colin Hayes at how to a nonfiction essay of Sheffield, the world-renowned Lindsay Park training complex, and spent a few months working in argumentative essay Lime School a stable in Ireland. On returning to Australia, Darren worked at coursework writers Sydney, Lindsay Park Stud. In 1990, Darren moved to Stawell and began working as a farrier, servicing trainers in argumentative essay House School the Wimmera and Western District areas of Victoria, he then began breaking-in horses for a large state wide client base. Darren obtained his Owner-Trainer License in 1995 and chemistry School his Full License in 1997. On relocating to Ballarat in argumentative language Lime House 2001, the property was completely refurbished and chemistry City Freemen's School is constantly being upgraded. Darren has been leading Country Trainer since 2005 training over argumentative essay language House School, 100 winners each season.
For the history Cesar Ritz last 3 seasons, he's been the Champion trainer in Victoria and argumentative School has turned over 200 winners each season! He's prepared to write article London, & Hospitality take horses to the races where they have the best winning chance, and has one of the best winning strike-rates in Australia. Darren is a perfectionist by nature and leaves no stone unturned in getting the greatest ability out of each horse. Darren has the confidence, resources and right team to ensure the stable keeps on succeeding. For 25 years, Trevor and his wife Joanne have achieved continual success out of their Ascot and West Swan based training facilities.
He has an honour roll of feature winners which include:- Gr 1 Railway Stakes - Modem (2004); Luckygray (2013) Gr 1 BMW Classic - Heroicity (1992) Gr 1 WATC Derby - Heroicity (1992) Gr 1 WATC Australian Derby - Natasha (1990); Heroicity (1991) Gr 1 Kingston Town Classic - Modem (2004) Gr 1 WA Oaks - Natasha (1990) Gr 2 WA Guineas - The Right Money (2002); Vain Crusader (2006); King Saul (2011) Gr 2 Karrakatta Plate - Luke's Luck (2012); Lucky Street (2015) Gr 2 WA Sires' Produce Stakes - Denmarket (2005); Luke's Luck (2012) 4 Magic Millions 2 Y'Old Classic's - Ravinia (2006); Time To Climb (2010); Lucky Street (2015); The River (2016) Miss Andretti Stakes - Lucky Street (2016) Right from the argumentative essay Lime House School early days in racing, I've been fortunate enough to be associated with exceptional people, Trevor Andrews. Trevor learnt his craft by working for how to write essay, Bert Harrison as a young lad when Bert had the top gallopers Asian Beau and argumentative language Lime Fait Accompli. History Writing Cesar Ritz! Trevor also spent time working for essay Lime School, the legendary, Tommy Smith. Trevor spent three years training in Singapore where he trained over 60 winners, but it's Perth where Trevor has been so successful chalking up winner after winner, year after year in some of Western Australia's biggest races. Without a doubt, one of the coursework (Navitas) best dressed men on the racecourse, your horse will receive the very best of care given the experience, the knowledge, and the hands of Trevor Andrews. Bruce Hill Was Born To Train Horses!
Growing up with his father Frank Hill training trotters and gallopers in New Zealand, Bruce worked in the family training business for argumentative Lime, six years before gaining further experience working for some of New Zealand's leading trainers. Bruce took out chemistry of London, his own trainers licence in the mid-seventies and by argumentative language Lime House 1980 had travelled a horse to Melbourne which lead to his decision to make Australia his home. Writers University! He immediately secured a job as travelling foreman for the powerful Geoff Murphy stable where he worked for three years and went on to be Geoff's Melbourne foreman for a further four years. Essay School! During this time Bruce looked after such great horses as GROSVENOR , SOVEREIGN RED and even the Melbourne Cup winner GURNER’S LANE! From 1987 until 1997 Bruce trained a small team of horses and put into practice the skills he had picked up from leading mentors, specifically, training a horse to peak at the right time in problem technique Lyceum Alpinum the right race. After his largest client passed away, Bruce moved to the Gold Coast, where he took on argumentative the position as foreman for Sydney University, Gerald Ryan, one of argumentative language House School, Australia's leading trainers. Bruce worked for Gerald for almost ten years, winning races such as the write an academic article & Hospitality Queensland Guineas with SAXON, MAGNIFIER and REGENT STREET and argumentative Lime House School the Queensland Oaks with MON MEKKI. When Gerald decided to transfer to Sydney, Bruce had no hesitation in taking over Ascot Lodge. The transition was smooth and the winners kept on coming
Between Belhus Racing Stables and Grand Syndicates, we now have around a dozen horses with Bruce. Although he's a man of write article Glion & Hospitality, few words, he lets his horses do the talking, and that suits us just fine. Some of the winners he’s trained for argumentative language Lime House, us include Media Maid (6 wins), Liberty Island, High On You, Lilly The Filly, Dubawi Sniper and our Stakes winning bargain MAN OF HIS WORD who was bought for just $10,000 and problem Lyceum Alpinum Zuoz has won over $300,000 at the time of writing. You’ll enjoy having a horse trained by Bruce Hill! Robbie Laing is a great bloke to have a horse with! A likeable type who’ll always find the time to have a chat with his owners, he’s been a leading trainer amongst the argumentative language Victorian ranks for over 30 years now. The key to Robbie’s success as he explains it himself, is ‘patience’, and write an academic article Glion Business coupled up with sometimes unconventional methods of argumentative language Lime School, training his horses, there seems to be no end to Robbie’s ability to how to write article Business & Hospitality get the best out of a racehorse. Whether it’s winning an essay language Lime early two year old with a precocious youngster, winning The Grand Annual Steeplechase over persuasive essay arguments Marangoni London, 4000m at Warrnambool, or even winning one of the biggest races on the Australian racing calendar like the prestigious VRC Derby for argumentative Lime House School, three year olds, Robbie Laing can do it all.
Training from technique Lyceum Zuoz, his state of the art stables which have fabulous facilities at Cranbourne on the Eastern outskirts of essay language, Melbourne, Robbie is how to a nonfiction essay The University of Sheffield, very much a hands on trainer who works with a dedicated team of experienced and reliable staff. Essay House School! He can train his horses out of normal yards and stables, he can train them out of paddocks if required, and he can train them along the solving Lyceum Alpinum beaches of the Mornington Peninsula if that’s what he feels suits the horse the best. In fact, being a former jockey who still rides trackwork, Robbie can often be seen at Melbourne beaches wading his horses through the salt water pre and post race which is of course, extremely beneficial to their legs and their general well being. Some of his better horses over the last three decades have been ROMAN ARCH (G1 Australian Cup), POLANSKI (G1 VRC Derby), PERFECT BLISS (1000 Guineas), PANTANI (Adelaide Cup South Australian Derby), DIRECT CHARGE (Maribynong Plate), DANERICH , SIR PENTIRE (VRC St Leger), MANTLEPIECE (Coongy Hcp), SHE’S GOT GEARS, SPECTROLITE, BOOMWA , etc, and at any given time, Robbie always seems to have a good horse in argumentative essay House his stable. There’s no doubt that your horse will get the essay writing Cesar Ritz Сolleges best care and attention, and be given the best chance of winning a race, when it’s prepared by Robbie Laing. For the Lime House School best part of the last 20 years or so, Lindsey Smith has been considered among the very best thoroughbred horse trainers in Western Australia. Astute, knowledgeable, friendly and funny (don’t they love interviewing him on Racing Radio!), Lindsey rose to prominence in the late ‘90s through the deeds of the outstanding stayer Old Cobber winning 11 races and finishing second and fourth in write essay of Sheffield the 1998 and argumentative essay 2000 Perth Cups respectively. Lindsey's training career rose to dizzy heights at Western Sydney, the start of the new millennium when racking up a whole host of argumentative essay language School, feature races, his amazing run of success taking him all the arguments way to Flemington where he saddled up superstar galloper Old Comrade to win the 2002 Australian Cup, and the champion 3yo stayer Plastered to win the 2004 Victoria Derby. Lindsey is a true big race trainer - you name it and he's more than likely won it. His Western Australian honour roll includes the Railway Stakes (twice), Kingston Town Classic, WA Derby, WA Guineas, WA Oaks and Perth Cup.
In the years since, Lindsey has remained entrenched among the best in the business, training his team of capable gallopers from his well-developed Casuarina (40km south of argumentative essay House, Perth) property and putting the polish on a consistent stream of city winners. Apart from his many big race winners highlighted more recently by Scales Of Justice's win in how to write The University of Sheffield the G1 Railway Stakes, some of his other recent winners at the time of writing include: Bombs Away, Cougar Express (Bunbury Cup, Apprentices Cup), Flying Time (7 wins and over $230,000), Modello (8 wins and over $320,000), Zarantz (4 wins in a row), Ringmeister (7 wins and over $270,000), Honest Lies (6 wins and over $260,000), Madassa, It’s Dynamite, Woken, Silver Magic Ships, etc If the Winners Circle is where you want to be, then there are few better trainers to get you there with a quality young horse than Lindsey Smith. Many trainers have a family rich in racing history. Lime! Trainers often train because they are following in the footsteps of a pathway that has been laid by the generations before them. Luke Oliver is different. He simply grew up loving racing.
From the first time he attended the of London races as a young boy he knew the passion he had for the sport of kings would one day become part of argumentative Lime, his every day life. After spending his early adulthood working in the corporate banking sector Luke soon found the draw of the thoroughbred to be an overwhelming calling. Yet how does a young man, without a racing family or even racing peer group network to call on, become a racehorse trainer? With the history essay Cesar Switzerland solution to this problem not readily apparent Luke decided to resist the urgings of those around him to argumentative language House make haste slowly and decided on a more simple if somewhat rushed approach - he went to the nearest city track to his home and coursework Western Sydney knocked on argumentative essay language Lime House the first trainers door he found and demanded a job. That trainer was revered Caulfield trainer James Riley. Sydney University (Navitas)! Somehow Luke managed to convince James to take him on and the argumentative language House rest, as they say, is history. Luke has carved his reputation like most successful trainers by improving horses he has been sent or purchased from other trainers. Two great examples are Sensational Toy and Sydney Royal Ida. Luke purchased Sensational Toy for argumentative essay Lime House School, just $3,000 as a seven year old mare who hadn’t won for how to write of Sheffield, over two years . Using his skills as a horseman he ran the mare for just over two years winning ten times with her and amassing $350,000 in prize money.
Royal Ida was purchased out of a paddock and retirement at the age of nine by argumentative essay language Lime Luke in writers Western Sydney August 2009 for $15,000. Argumentative House! Two years on he has won over essay, $300,000 including the Group 3 Standish Handicap at Flemington. Similar stories can be told with horses like Scenic Scene, Ulysses and Overtake. This year is proving a transitional one for Luke due to him being sent a number of essay Lime House, young and write an academic Glion Business unraced horses because of the success he has achieved in his short training career. There’s no doubt that your horse will be given every possible chance to achieve it’s best in the hands of the very capable Luke Oliver. I have to pass on my how fantastic Luke and Steve were at the races yesterday. I have been in mounting yards and essay language House School winners rooms with friends who have owned horses before and who have been trained by highly regarded well known trainers who don't engage with their clients at all. Luke and Steve were totally the opposite and were fantastic. Certainly made the experience of being personally involved in my first winner even better.
Good choice to have Luke Oliver training for you. Brett Hereward.. Graeme Rogerson is one of Australasia's most successful and gifted racehorse trainers. A lifetime of history Cesar Сolleges, dedication has seen Graeme rise to the top of the international racing scene. He’s not only an outstanding trainer and judge of horseflesh as evidenced by argumentative essay language Lime many of his outstanding gallopers, but he is London, Business, a true international racing entrepreneur and essay Lime School an outstanding ambassador for the industry. There’s no need to list some of his better horses and his biggest wins-there’s not enough space on this page-I’d need a completely separate book for that alone. Write A Nonfiction Essay The University! Suffice to say that in 2012, Graeme was inducted into language Lime the NZ Racing Hall of Fame, in recognition of write an academic article Glion & Hospitality School, his lifetime achievements in the racing industry. A superb judge of language Lime House, thoroughbred talent, he has, in chemistry coursework Freemen's his words, built the best horse training establishment in argumentative language House New Zealand.
Without doubt, it’s one of the most fully integrated racehorse training operations in the world mixing both thoroughbred and standardbred training. Our horses in article Glion London, Business & Hospitality New Zealand are prepared by language Lime Graeme. Ivan Haggerty is an ‘old school’ horseman. From riding bush brumbies bareback and coursework University mustering cattle in argumentative essay language School the tough Australian outback, to reaching the write Glion London, Business & Hospitality School peak of his profession as a truly world class polo player, there’s not much that Ivan can’t do with a horse.. Working from his 50 acre property in Bullsbrook which boasts a 2000m sand track in essay addition to roomy yards, paddocks and stables, Ivan also has the excellent facilities of Ascot and Belmont Park racecourse less than an hour away. As a matter of fact, Ivan is coursework Western (Navitas), also one of just a very small number of trainers that regularly take the extra time required to work their horses on the grass track at Belmont Park racecourse. In addition to having won a stack of feature races during his time as a thoroughbred trainer, Ivan has built up a very good strike albeit with a relatively small team of quality gallopers including winners such as Big Ted, Cohort, Fleming Son, Grey Monarch, Sentenza, Spitfire Ace, Minilyo Miss (3 wins in a row), Minimalist, Classy Cat, Aquajinsky, etc. If you like to have a bet, than you’ll be pleased to know that Ivan’s horse’s regularly win at essay language House, big prices! Results with our own syndicated horses include Minimalist (16/1 33/1), Classy Cat (20/1) and even Aquajinsky (150/1)! Ivan is also renowned for his prowess as one of the how to an academic London, Business School better equine chiropractors in Perth and his services are in demand by many of Perth’s leading trainers, so there’s not much chance that your horse will go to the races with a bad back or a pinched nerve because Ivan will have found it and Lime House School put it right!
With a team of professional dedicated staff who love their horses, and because he chooses to only train a small team of around 10, you can relax in the knowledge that if you’ve got a share in & Hospitality a horse trained by Ivan Haggerty, it’ll be getting all the individual care and attention that it needs. In short-if it’s got ability, Ivan will get your horse to show it’s best-and that means winners! Martin Allan is a relative newcomer to the Perth training ranks, being better known in the industry as a breaker and pre-trainer. However, with a string of winners such as Essayez (4 wins), I Done It (4 wins), Do You Do, Invincible Mode and Leica Mint from just a small number to have raced, Martin is showing that he’s easily and quite readily adapting to argumentative essay language House life in the winners circle! With beautiful stables situated right opposite Ascot racecourse in fact only a stroll across the coursework writers Western Sydney street, Martin’s horses are able to use all the facilities at Perth’s racing headquarters, including four different tracks, little Sandown, practice barriers and the equine swimming pool. Lime School! A young man who is building a good name for persuasive essay Istituto Marangoni London, himself when it comes to winners, Martin is very good with owners and nothing is Lime House, too much trouble when it comes to showing them their horses and how to write an academic Business & Hospitality School keeping them informed.
Primarily a racehorse syndicator, Pete is also a hobby trainer too and loves nothing better than spending his early mornings taking on out of form discards from other stables and getting them to show their best. Argumentative Essay Lime House! A firm believer in Сolleges Switzerland giving a horse a second chance at essay language Lime, racing if there were reasons for it not showing it's best with a previous trainer, Pete says that looking at a horse through a different pair of eyes or just changing a horse's environment or daily routine can often bring out the best in them-something that Pete's been quite successful at over the years having won races with horses such as BOBBY BENZINE , THE MOON DAY, IT'S JUDGEMENT DAY, MILITARY SECRET, OUR PIE O MY, CUE SEA and CHAMPAGNELIFESTYLE. Writing! Pete combines his time as a hobby trainer with over seeing the running of both Belhus Racing Stables and argumentative language Grand Syndicates. 2 Ashmere Drive , Bullsbrook. Western Australia 6084 Australia. Belhus Racing Stables 2017 | Admin.
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