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basic japanese essay May 22-23, 2004. Tokyo, Japan: Tokyo Keizai University. From Japanese danraku to English paragraphs. by Kazumi Kimura and Masako Kondo (Tokyo University of Foreign Studies) Japanese and English essays compared. English rhetoric and Japanese shuujigaku. Rhetoric is translated as shuujigaku in most English-Japanese dictionaries (e.g., Konishi et al., 1993; Takabayashi et al., 2002; Hamamoto et al., 2003; Matsuda, 1999). Critical International College Of Management (ICMS)! However, it is doubtful that English and Japanese share the how to of an academic article The University, same rhetorical concepts.

According to Hodges (1990), rhetoric is the art of using language effectively. Rhetoric involves the writer's purpose, the consideration of audience, the discovery and exploration of a subject, its arrangement and organization, the style and tone in which it expressed, and the form in which it is delivered(p. 572). Books Thinking International (ICMS)! Thus, rhetoric in written communication refers to the means of effectively conveying a writer's message to readers. On the other hand, shuujigaku which is supposed correspond to rhetoric, is translated as a study of shuuji . shuuji gaku is defined, in most Japanese dictionaries, as a methodology which studies how to how to of an academic article The University of Kansas, effectively express an idea in order to impress readers. Shinmura (1998), in books about thinking College of Management (ICMS) Koojien , the most reliable and well-known Japanese dictionary, adds that shuujigaku originated from Aristotle's rhetoric. Thus, the definition of shuuji gaku is considered as a mere translation of English rhetoric. However, different from shuuji gaku, shuuji is defined, as (a) to use words effectively and appropriately, or express them by using modifiers skillfully or (b) to argumentative subjects Marianapolis Preparatory, decorate words, or keep superficial aspects of these words (Shinmura, 1998). The shift of definition from shuuji described above to shuuji in critical International shuujigaku might have been made by the original person who translated rhetoric into pay to essay School Japanese. Books College (ICMS)! Hence, shuuji might still be understood by Japanese people as to Marianapolis Preparatory, decorate words.

In short, a Japanese writer's interest is in decorating with an emphasis on surface effects to move readers rather than that in presenting a message or information clearly. About International Of Management (ICMS)! This difference further indicates that the purpose of writing is often differs between the opinion essays Millfield, two languages. Japanese essay writers generally aim to move their readers and they are not concerned about how to books thinking International (ICMS), clearly convey information as English writers are. Such fundamental differences in purposes of writing might affect the way in how to a summary academic article The University which a paragraph is organized. The difference of the purpose of each term may result in differences in paragraphs and danraku , which are the units of an essay or passage in critical International both languages. Paragraphs and danraku. A paragraph usually consists of a series of sentences, but a good paragraph requires more than just a series of sentences. Oshima and Hogue (1991) define a paragraph as follows: A paragraph is a group of related sentences that develops one main idea, which is the topic of the Preparatory School, paragraph (p.16). Books About International College! Hodges et al. (1990) also illustrate how good paragraphs are organized: Good paragraphs are unified, coherent, and well developed. In paragraphs 1 and 2, observe how the sentences of each paragraph relate to a single main idea (p. Critical Tutorials The Perkiomen! 322).

As shown above, one main idea for one paragraph is a principle in English writing. As for the components, a paragraph is made up of three kinds of sentences: a topic sentence, supporting sentences and a concluding sentence. Oshima and Hogue (1991) write that a topic sentence is the most general statement in a paragraph. It contains a topic and an idea about the books thinking International (ICMS), topic that is explained in write essay International of Milan the rest of the paragraph. Supporting sentences develop the topic sentence by books critical thinking College of Management giving details about the pay to write essay of Milan, topic. A concluding sentence summarizes the main points of the paragraph; and about College of Management it gives a final comment on the topic (p. 26). Strunk and White (1979) also encourage writers to begin each paragraph either with a sentence that suggests the topic or with a sentence that helps transition (p. 16). On the other hand, the of Kansas, definition and functions of danraku are vague and the requirements for danraku are not clearly stated in most composition textbooks. According to Shinmura (2001), danraku is defined, as a major division in a long passage.

Matsumura (1999) also defines danraku as a part of a long passage and a division group of the same content. In other dictionaries, no clearer definitions for danraku are found, either. Moreover, no book suggests the rules or requirements for danraku . Hence, when most Japanese write, the concepts of critical International College of Management (ICMS) a topic sentence and supporting sentences do not exist. Although Matsumura (1999) describes danaraku as a group of the same content, it means that any sentence can be included in a paragraph as far as it is related to the topic. How To Of An Academic! Hence, Japanese writers do not have to follow specific rules and can flexibly make danraku while English writers are supposed to about College (ICMS), adhere to specific principles for a paragraph. A more surprising remark on danraku is found in Usami's comment (1998) on Japanese composition instructions. danraku is essay jobs online The University of Illinois not an about thinking, indispensable element for writing (p. 96). Thus, danraku is made light of by some Japanese writers in writing opinion Millfield contrast to books (ICMS), the paragraph, which is School of Milan taken seriously by English writers.

This is supported by Kinoshita's (1981) observation that most Japanese writers may end a paragraph because they think they have written a lot in a paragraph (p. 61). Judging from comments such as these, the reason each sentence exists in about critical thinking College of Management the specific paragraph is writing jobs vague and most Japanese writers conclude danraku arbitrarily. A writer can put more than two main ideas in one danraku because the strict organization of books critical thinking College a topic sentence and a supporting sentence is not required. It is clear that paragraphs and danraku share different functions, although in English-Japanese and Japanese-English dictionaries, these words appear as equivalents. The critical differences between the paragraph and danraku may make Japanese students produce unclear and out-of focus paragraphs when writing in English. They organize paragraphs as they would for how to write of an academic article danraku , without any logical combination of a topic sentence and supporting sentences. They also often place more than two main ideas in one paragraph because in danraku that is possible. Japanese writers tend not to pay attention to books about critical International College of Management, stating a clear topic sentence which is followed by appropriate supporting sentences.

Therefore, Japanese students should realize that danraku and paragraphs are not identical and they should not write English in a danraku style. The participants were 72 first year students enrolled in our English classes at two universities in Tokyo. The classes were required English listening courses and one class was advanced whereas the other was intermediate. These students received no formal instruction on how to write English essays from either of the researchers. Each student wrote one essay in English and another in Japanese. Opinion Essays School! In order to avoid translating from one language to another, participants were not informed at about critical thinking (ICMS), the beginning that they would be writing on the same topic in both languages. The students were asked to write their opinion on whether Japan should make English its second official language in Japanese, within approximately 200 words in 2003. Sample essays appear in write a articles Hotel Management Appendix 1. About International Of Management! One month after they wrote on the sample topic in Japanese, within approximately 600 characters.

Sample essays by the same authors appear in argumentative Marianapolis School Appendix 2 Students were told they do not have to write completely the same thing as they wrote previously in English to avoid translation. For this study, how they organize their writing was considered more important than the actual content. Therefore, it was acceptable for students to express different points of view in their second essay. In order to investigate whether Japanese students use the same organization pattern in Japanese and books about critical International College of Management English writing, the writing School, present study analyzed three things: (a) the critical thinking International of Management, number of paragraphs and danraku in each essay (b) the presence or absence of jobs The University of Illinois in Chicago a clear and single topic sentence in each paragraph of the English essays and about International College (ICMS) (c) the presence or absence of appropriate supporting sentences in critical thinking The Perkiomen School each paragraph of the books about critical International College (ICMS), English essays. First, the argumentative subjects Marianapolis Preparatory School, number of about critical thinking College paragraphs and danraku were counted to examine if the students logically divided their essays according to a main idea.

Next, each essay written in English was closely examined by the unit of a paragraph. One focus was on argumentative the presence of a topic sentence stating the main idea of each unit. Another focus was on the presence of supporting sentences effectively supporting each topic sentence. Besides, the other types of occurrences such as multiple topic sentences in one paragraph or the wrong location of a supporting sentence were checked. The coding and analysis of organization were done by about College (ICMS) the researchers. Through the analysis of the paragraphs written by the Japanese students, three common problems are found. One of the common problems is that more than a few students wrote their English essays only in one paragraph, and such paragraphs contained many different ideas. Among the 72 students, 27 wrote a Japanese style essay in only one danraku from beginning to end. The English essays written by 21 students from those 27 students were written in single paragraphs as well, although they contained more than two main ideas. Argumentative Preparatory School! This indicates that these students may have transferred their danraku writing conventions to English paragraphs. As stated earlier, Japanese danraku may have more than one main idea.

English Essay A in Appendix 1 depicts this problem clearly. The second problem was that two topic sentences sometimes appeared in one paragraph and different ideas were discussed. These ideas did not pertain to the same specific point, just the same general topic itself. This tendency is probably due to the influence of Japanese danraku style composition, which allows multiple topic sentences. The second paragraph in English Essay B from thinking College of Management Appendix 1 illustrates this problem. This appears below, in unedited form. (1) In such a situation, making English as the second official language is very unrealistic. (2) There is few people who can use English without difficult. (3) It is critical thinking tutorials The Perkiomen very strange to make a language an about International College of Management (ICMS), official language in Marianapolis School order to make people acquired with the language. Books Critical International (ICMS)! (4) A language can be an official language generally because the language is used by many people. (5) If Japan make English as the how to write a articles College, second official language, English won't be it truly. (6) What is important is the will of the Japanese to master English, not the books (ICMS), force on them to master it. The first sentence (1) of this paragraph states its main idea. Sentences (2), (3), (4), and (5) seem to support the main idea.

If the author had ended this paragraph with sentence (5), this paragraph would have made sense. However, another main idea is introduced in argumentative subjects Marianapolis School sentence (6). This last sentence may confuse readers because it is a new idea which is books not related to the controlling idea of this paragraph. The third problem was that a topic sentence was often absent from many paragraphs, with only supporting sentences composing the essay writing jobs online The University in Chicago, paragraph. 51 out of 72 students divided their essays into more than two paragraphs. However, the divisions seemed arbitrary, and several paragraphs lacked clear topic sentences. Books About Critical Thinking College! English Essay C in Appendix 1illustrates this problem. This essay also depicts other problems which previous researchers identified. This three paragraph essay has four major flaws which result in a loss of clarity and focus. First, the student writes inductively, stating the main opinion in the last sentence of the essay (17).

Therefore, the supporting sentences precede the primary idea, so readers do not see an explicit statement of the paragraph's main point until the last sentence. Next, it is not easy for readers to comprehend the writer's main point in the second paragraph. How To A Summary Article The University! Although the first paragraph has a clear topic sentence, the next paragraph does not. This may cause misunderstanding about what the writer intends to focus on in this paragraph. Although, later, in sentence (6), a possible topic sentence appears, this sentence is a little vague. Another thing which makes this paragraph unclear is that the supporting sentences for the first paragraph are included in the second paragraph. Sentences (10), (11) and (12) should be in the first paragraph rather than the second paragraph. In addition, with sentence (13), the writer presents a new main idea. This appearance of two main ideas in one paragraph violates the essential principle of the paragraph.

It is also detrimental for about thinking International College of Management clearly conveying the writer's key idea to readers. How To A Summary! Thus this essay is unclear because the writer fails to follow several fundamental paragraph writing rules. These problems may be caused from the common misconception that danraku is an about critical College, equivalent word for paragraph. In English paragraphs, what should be and should not be included is write International School strictly decided. On the other hand, Japanese danraku is flexible and the sentences related to critical of Management, the topic are allowed in any sequence. As the Japanese essay written by the same student (Appendix 2) shows, several ideas are discussed in one danraku , and there too it is pay to write essay International not easy to understand the writer's main point. All the sentences state something about about critical International College (ICMS) learning English but each danraku does not focus on a specific aspect.

In danraku , unity is not as important as it is in paragraphs. Japanese writers can keep on writing as ideas come to critical thinking tutorials The Perkiomen, mind because danraku does not require a logical organization. Conclusion and pedagogical implications. Our study contrasting danraku and paragraphs has focused on one writing genre: academic writing and demonstrated that they are not identical since Japanese learners tend to write English essays from the perspective of Japanese danraku . This is caused from the common misunderstanding that danraku and paragraphs are essentially the same. Moreover, the objectives for critical thinking of Management (ICMS) academic writing differ between English and Japanese. English writers of academic essays mainly write in order to clearly convey information or an opinion; and rhetoric focuses on argumentative Preparatory effective writing communication. Japanese writers mainly write in order to emotionally move readers, and rhetoric is a way to impress readers. Books About Critical Thinking Of Management (ICMS)! Our study emphasizes the following points for more effective instruction in of an academic The University English writing to Japanese students. Guidelines for Effective Writing Instruction. Remember that a paragraph is a completely different unit of College organization from danraku . Write Hotel Management College! Confirm that the topic sentence makes an assertion and supporting sentences explain or prove that assertion in detail. Assure that all of the sentences in a paragraph discuss the same idea.

If students start to discuss a new idea, start a new paragraph. Make an outline with a topic sentence and books about International College of Management main supporting sentences before starting to write a draft. This will help writers to keep coherence and unity. Emphasize the aim of English essay writing is to effectively convey information to readers rather than to critical thinking tutorials The Perkiomen School, move readers' feelings. If these guidelines are presented clearly, it is books International College of Management our hope that Japanese students will avoid mixing danraku and paragraph writing conventions.

Further longitudinal studies should be conducted to corroborate this hypothesis. Hanamoto, K., Nomura, S., Hayashi, R. (Eds.). (2003). Lexis English-Japanese dictionary (1st ed.). Tokyo: Obunsha.

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Power Management S3 Tricks and Tips. This document is intended to explain how S3 (suspend/resume) works and has some tricks and tips to help debug and books about critical International, diagnose S3 issues. S3 is the ACPI sleep state that is known as sleep or suspend to RAM. Preparatory School? It essentially turns off most power of the system but keeps memory powered. When the user hits the sleep key, this generates a hardware interrupt which is books thinking College of Management (ICMS) caught and handled by the embedded controller (EC). ACPI defines two approaches to handle power buttons - fixed hardware or generic hardware. In the fixed hardware scheme, EC triggers a low-pulse to the PWRBTN# pin and Southbridge (SB) sets PWRBTN_STS bit in PM1_STS register to indicate to the operating system that a power button event occurs. In the generic hardware scheme, EC triggers a change to a GPIO pin to generate a general-purpose event to BIOS, and BIOS issues a Notify(PWRB, 0x80) to the operating system.

You can observe which GPE is writing jobs online triggered by examining the files in /sys/firmware/acpi/interrupts and see which one increments when the event occurs. The kernel handles the books critical of Management, GPE and writing essays School, based on which GPE gets triggered it then executes the critical thinking International, appropriate handler in critical thinking The Perkiomen School, the ACPI DSDT table (the DSDT, Differentiated System Description Table, contains AML bytecode that is executed in the kernel context by the kernel's ACPI driver. For example, if GPE 0x1e is triggered then AML bytecode method _GPE._L1E() or _GPE._E1E() is executed depending on it being Level or Edge triggered (the method name has a L or E prefix corresponds to Level or Edge triggered events). Typically the about critical thinking College of Management, method just creates a Notify() event which gets passed over to user space via the /proc/acpi/event interface and write a summary of Kansas, handled by books critical thinking College of Management, acpid and ultimately this calls /etc/acpi/sleep.sh which in turn calls pm-suspend. Note: Level-triggered or edge-triggered depends on the design and Marianapolis, the configuration of the SB, and firmware (BIOS) must implement it correctly. The pm-suspend script prepares the machine for suspend, typically this involves unloading broken modules that don't suspend well and then finally writing the text mem to /sys/power/state. Writing to critical thinking College of Management /sys/power/state initiates the kernel side of the suspend. First it suspends all user space tasks (freezing them).

Next the kernel traverses the device tree and for each driver it calls the registered suspend method. It is the responsibility of each driver to ensure the correct state is saved to allow the hardware to resume correctly and this is write Les Roches Jin Jiang International Management where a lot of about critical thinking International College bugs can occur. The kernel then executes the ACPI methods _PTS() (Prepare to subjects Marianapolis School sleep) and/or _GTS() (Going to Sleep) which are again in then DSDT. This byte code generally does platform specific magic, such as writing magic values to the embedded controller and even calling System Management Mode (SMM) code in the BIOS via the use of System Management Interrupts (SMI). The kernel has no knowledge of about College what is happening while these methods are executing - the byte code controlling the argumentative Marianapolis Preparatory School, BIOS and Embedded Controller interactions are out of the kernel's control.

Obviously if the AML byte code or BIOS code being executed in SMI is buggy it can cause S3 issues and there is books about critical thinking International of Management little can be done to easily fix this in the kernel. When the methods return control back to the kernel the system is almost ready to suspend. The kernel writes the address of the resume wakeup code into a data structure and the address is a articles Les Roches Hotel Management written into the Firmware Waking Vector (as specified by books International, the Fixed ACPI Description Table (FADT)). Write Essay School Of Milan? The kernel fetches the addresses of the PM1a/PM1b control registers from the FADT and writes the sleep type (SLP_TYP) and sleep enable (SLP_EN) bits to the registers and this triggers the sleep. The kernel will sit in about critical, a wait loop until it gets put to sleep by the pending action of writing to the PM control registers. After kernel writes SLP_TYP and SLP_EN, it is common a SMI is generated by SB (called Sleep SMI as it is subjects Preparatory School invoked after the kernel considers that the system is in S3).

Note that it is International up to the BIOS to save specific BIOS and School, Embedded Controller state. Critical Thinking International (ICMS)? This is normally done in the _PTS/_GTS Method calls and in Sleep SMI. Sometimes this is were weird BIOS or EC state issues cause suspend/resume to fail. A break down of the opinion, calls in the kernel is as follows: Eventually the user wants to wake their machine up from S3 suspend. The user presses a power button which wakes up the CPU and books critical thinking International (ICMS), it jumps to a known BIOS start address. Essay Jobs Online The University Of Illinois? The BIOS does some setup to get the memory controller, restore some device states, and then reads the ACPI status register to tell it if it was in a suspended state.

The BIOS then jumps to about International of Management the wakeup address saved in the Firmware Waking Vector. The kernel resume code pointed to by the Firmware Waking Vector is some real mode x86 code that sets the CPU back into normal kernel protected mode and then restores CPU register state and pops back down the call suspend call chain to do the resume. At this point the write essay School of Milan, kernel calls the books about critical College of Management, ACPI _WAK() method, it then resumes drivers, unfreezes threads and user space processes and we return back to point where mem was just written to /sys/power/state. To user space, nothing has really changed, apart from a jump forward in time by writing The University of Illinois, the clock. The first bit of magic to be aware of is in thinking International of Management, arch/x86/kernel/acpi/realmode/wakeup.S. this directly maps to School the wakeup_header defined in arch/x86/kernel/acpi/realmode/wakeup.h: during suspend, header-pmode_entry is set to wakeup_pmode_return() in function acpi_save_state_mem() and kernel state is saved into a wakeup header which is a real mode copy (to acpi_realmode) of a chunk of code and books thinking International, data in wakeup_code_start..wakeup_code_end. acpi_wakeup_address points to the real mode code + data and acpi_sleep_prepare() uses this to set the waking vector before suspending. To understand resume, we need to examine the final phase of writing online The University of Illinois suspend.

Assembler function do_suspend_lowlevel in arch/x86/kernel/acpi/wakeup_32.S performs the final phase of suspend, it basically does the following: saves cpu state + registers calls acpi_enter_sleep_state() which ultimately ends end suspending and books critical thinking College, CPU halts. If this fails, the essay writing online in Chicago, registers + cpu state are restored and we return from do_suspend_lowlevel(). The wakeup from S3 works as follows: BIOS (realmode) inspects the ACPI waking vector and jumps out of BIOS real mode into wakeup_code() in arch/x86/kernel/acpi/realmode/wakeup.S. Recall that this code is a copy in real mode memory - this code then ljmpl's to wakeup_pmode_return(). wakeup_pmode_return() in arch/x86/kernel/acpi/wakeup_32.S restores registers, the gdt, idt and ltd (hence comes out of real mode), and restores the stack pointer does a final sanity check to see if a saved magic value is books critical thinking of Management as expected and if all is OK resturns back to pop the write School, stack and return from do_suspend_lowlevel() as if nothing has happened. As you can now see, suspending and resuming is rather non-trivial. The following sections explain how where to look for S3 bugs:

We rely on drivers behaving correctly in their suspend/resume methods, if state is about critical thinking International College (ICMS) not saved/restored correctly then broken drivers can break in subtle and mysterious ways. Drivers may oops during suspend or resume, which causes headache for debugging since these normally happen while the console is suspended. The first thing to try is to boot the kernel with kernel parameter: no_console_suspend. Next switch to VT1 and suspend/resume using Ctrl-Alt-F1 or: login on VT1 and School, suspend using: Repeat several times to see if you can capture a kernel oops.

Use a digial camera to books International College photo graph the oops message or if it scrolls too quickly off the writing opinion, screen limit the kernel oops message by hacking dump_stack() (arch/x86/kernel/dumpstack.c) to dump out less off a stack trace. If you know the bug exists in a driver but you cannot get an about College of Management (ICMS) oops and you have no console then things get tricky. The PC does can only save state in the real time clock (RTC) over reboots, so we have to result to saving a hashed state of the device suspend details in writing Millfield, the RTC. We use the /sys/power/pm_trace interface to enable PM debugging as follows: If resume fails, quickly reboot the machine as you have. 3 minutes before the updates to thinking International of Management (ICMS) the RTC corrupt the saved hashed state.

Once rebooted, look for the Magic numbers: text in the kernel log, use dmesg, and argumentative subjects Marianapolis Preparatory, look for something like: You may even get lucky and get a device being mentioned as the problematic driver, e.g.: Device numbers sometimes are show, use lspci to track down the problematic device. The next trick is to remove the module and repeat the suspend/resume to see if this was the problem driver or not. If a driver is not suspending/resuming correctly one workaround is to then add the name of the modules to the MODULES= list in about critical College of Management, /etc/default/acpi-support. Tutorials The Perkiomen? However, the books thinking International College (ICMS), best approach is to find out why the essays School, driver is breaking suspend/resume and fixing it. However, /sys/power/pm_trace is known to be a little temperamental and may yield false positives.

An alternative approach is to remove all modules and do a suspend/resume cycle. If this works, then start loading modules one by one until you find one that causes the hang. As you may now be aware, we are very reliant on the BIOS + ACPI for suspend/resume and more often than not these cause the books College of Management, bugs. How To Write A Articles Les Roches Jin Jiang Hotel College? The issues fall into several categories: In this scenario, the kernel passes control over to BIOS, and we BIOS never returns control back to the kernel. This can occur when the ACPI _PTS() or _GTS() methods call into the BIOS via SMIs - these are rare, but possible. In this case, one needs to enable ACPI AML code execution tracing and see if these methods are being executed at the time of the hang. One may also want to check whether the system hangs after kernel writes SLP_TYP and SLP_EN.

If so, BIOS may hang in Sleep SMI. More likely though BIOS either never jumps back to the Firmware Waking Vector or it jumps to about International (ICMS) the wrong location, or has really screwed up the processor state and returns to the kernel via the Firmware Waking Vector but does not execute in the kernel correctly. Pay To Essay Of Milan? At this point one should sanity check to see if the BIOS actually made it back into the kernel. Books About Thinking International Of Management? One of writing online in Chicago a handful tricks can be used: 1. Write some code in wakeup_pmode_return() (arch/x86/kernel/acpi/wakeup_32.S) to flash the LEDs on to indicate the BIOS jumped back to books thinking International College of Management the kernel. Example code below: unfortunately a lot of the newer machines don't seem to even have the how to a articles Les Roches International College, luxury of a keyboard LED, so you may need to try the following strategies: 2. Write some code in wakeup_pmode_return() (arch/x86/kernel/acpi/wakeup_32.S) to dump state in port $80 and use a port $80 debug card.

You need to boot with io_delay=udelay or io_delay=0xed so not to clobber port $80 on port I/O delay operations. 3. Write some code in wakeup_pmode_return() (arch/x86/kernel/acpi/wakeup_32.S) to zap the CMOS settings on resume. When the machine hangs, reboot. Your BIOS may beep and complain about the about thinking (ICMS), CMOS being cleared, and/or you may need to go into the BIOS set up to re-set the BIOS config back to a sane state. Write Of An Academic Article? If this happens you at least know that the BIOS transitioned from a S3 wakeup and jumped back into the kernel. We are very reliant on ACPI to do things right, sometimes it just does not.

A few things worth checking are: Method _PTS(). This ACPI Method needs to thinking International of Management (ICMS) exist and is required to transition the machine to the suspend state correctly. Unfortunately we rely in writing opinion Millfield School, the ACPI AML code and the underlying BIOS code (if used) to do the right thing. Method _GTS(). Books About College? This ACPI Method is not required, but needs to work correctly if it does exist. Like _PTS() it is platform specific and may interact with the BIOS/Emebedded Controller in a closed and proprietary way. PM1a/b register settings from FADT. These are tweaked to set the PM power type and write of an article The University, suspend enable at S3 suspend time, so if the addresses are incorrect the kernel may be just twiddling the wrong registers. These can be dumped out books critical thinking College, using one of the following: and the Marianapolis, edit FACP.dsl and check that the PM1A/PM1B event and control blocks look sane.

You need to consult the chipset specific data sheet to sanity check these register addresses. Pressing the suspend hot key should in theory trigger a suspend. The easiest thing to check is that the books about thinking of Management (ICMS), ACPI events are being passed down to acpid to kick off the suspend. Pay To International? Use the following to spy on ACPI events: If this fails, then next thing to check is for any GPEs occurring. If you don't observe any GPEs then there could be a problem with the key waking up the Embedded Controller and the Embedded Controller poking the International College of Management, Southbridge which in turn causes the GPE. To observe the GPEs, use: then press the button and write article of Kansas, see if any of the GPE event counters increment. If not, you have a button + Embedded Controller issue.

Finally, if acpi_events to occur then make sure pm_suspend is being run. Books About Critical International Of Management? This is a shell script, so you can add in debug and how to write Les Roches Hotel Management College, write it to a log file to observe if it's being called. If it's not, then there is a problem with acpid calling the sleep script which calls pm-suspend. If pm-suspend is critical College being called, then the final issue is most probably the kernel attempting to suspend by fails because of essay of Milan broken ACPI Methods such as _PTS(). These need to be debugged by enabling the ACPI driver debug and observing the AML byte code being executed for these methods. The following power management kernel messages are a little terse and it's instructive to know what they really mean: Usually means dpm_suspend_noirq failed because some devices did not power down. dpm_prepare() failed to prepare all non-sys devices for a system PM transition. The device should be listed in the error message. sysdev_suspend failed because some system devices did not power down.

It has been known for machines to sit in resume for 300+ seconds before finally completing resume. Normally this means that during resume the books critical thinking of Management (ICMS), kernel is reconfiguring some hardware, for example, the opinion School, PCI configuration spaces and needs to do a short delay. Sometimes the CPU can pop into a very low C state and the HPET cannot wake it up - the timer interrupt gets lost. For example, the AMD C1E idle wait can sometimes produce long delays on resume. This is a known issue with the failed delivery of interrupts while in deep C states. If you have a BIOS option to disable C1E then first disable this and about College (ICMS), retry. Alternatively, re-test with the kernel parameter idle=mwait - this will disable the opinion essays School, more power optimal C1E idle, so it's not energy star friendly. If this is successfully then you should look at books about critical thinking College of Management (ICMS), more optimal workarounds such as disabling the local APIC or disabling the APIC completely, so boot with nolapic or nolapic_timer kernel parameters. Finally, it may be worth exploring the kernel HPET parameters to see if this helps stop or work around the delay. Kernel/Reference/S3 ( alexhung 2011-09-15 10:12:23)

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White! Do NOT just ask your favorite teacher to write School of Milan be your advisor. They may be a hindrance to you if they teach another subject. Critical (ICMS)! I would not suggest asking your Biology teacher to guide you in writing your English EE. EXCEPTION: If you have a teacher who is passionate and knowledgeable about jobs online of Illinois in Chicago your topic (as my English teacher was about my Theatre topic), you can ask that instructor. Consider all of your options first before you do.

There was no theatre teacher at my school, so I could not find a theatre-specific advisor, so I chose the books thinking (ICMS), next best thing. Some IB high schools require your IB Extended Essay advisor to critical tutorials The Perkiomen sign an Agreement Form. Make sure you ask your IB coordinator if there is any required paperwork. IBO does not require any paperwork. If your school needs a Form signed, make sure you bring it with you when you ask a teacher to be your EE advisor.

Tip #4: Choose an Advisor Who Will Push You to Be Your Best. Some teachers may just take on students because they have to books about International and may not be passionate about critical thinking reading drafts and may not give you a lot of feedback. Critical International College Of Management (ICMS)! Choose a teacher who will take the time to read several drafts and give you extensive notes. I would not have gotten my A without being pushed to make the draft better. Ask a teacher that you have experience with either through class directly or through an extracurricular activity. Do not ask a teacher that you have no connection to; a teacher, who does not know you, is unlikely to push you. Note: The IBO only allows advisors to suggest improvements to essays Millfield the EE, but they may not be engaged in writing the books critical thinking College (ICMS), EE. Critical Thinking School! The IBO recommends that the thinking International of Management, supervisor spends approximately two to three hours in total with the how to write a articles Les Roches Jin Jiang Hotel Management College, candidate discussing the EE. Tip #5: Make Sure Your Essay Has a Clear Structure and Flow. IB likes structure. Your EE needs a clear introduction (which should be 1-2 pages double-spaced), research question/focus (i.e. what you will be investigating), body, and conclusion (about 1 page double-spaced).

An essay that has unclear or poor organization will be graded poorly. Books About College Of Management! Also, make sure your 300-word abstract is clear and briefly summarizes your whole argument. An ambiguous abstract will make it more challenging for critical thinking School, the reader to follow your essay’s argument and will also hurt the grading of your EE. The body of your EE should make up the bulk of the essay. It should be about 8-18 pages double-spaced (again just depending on whether or not you include diagrams).

Your body can be split into books International College (ICMS) multiple parts. For example, if you are doing a comparison, you might have 1/3 of your body as Novel A Analysis, 1/3 as Novel B Analysis, and the last 1/3 as Comparison of Novel A and B Analysis. If you are conducting an experiment or analyzing data such as in this EE , your EE body will have a clear and obvious parts following the scientific method: stating the opinion, research question, discussing your method, showing the books thinking, data, analyzing the data, discussing uncertainties, and pay to essay School of Milan, drawing a conclusion/evaluating the experiment. Tip #6: Start Writing Sooner Rather Than Later! You will not be able to crank out a 4,000-word essay in a week and get an A. You will be reading many, many articles (and, depending on your topic, possibly books, plays, and watching movies).

Start the about thinking International College, research possible as soon as possible. Each school has a slightly different deadline for how to a summary academic The University of Kansas, the Extended Essay. Some schools want them as soon as November of your Senior Year; others will take them as later as February of Senior Year. Books Thinking College (ICMS)! Your school will give you your deadline; if they haven't mentioned it by February of Junior year, ask your IB coordinator. Some schools will give you a timeline of when you need to come up with a topic, when you need to meet with your advisor and when certain drafts are due.

Not all schools do. Ask your IB coordinator if you are unsure if you are on a specific timeline. Here is my recommended timeline, it is earlier than most schools, but it will save you so much heartache (trust me, I remember): January/February of Junior Year: Come up with your final research topic (or at least top 3). February of Junior Year: Approach a teacher about College being your EE advisor (if he or she says no, keep asking others until you find one - see my notes above on how to pick an EE advisor).

April/May of about critical Junior Year: Submit an outline of your EE and a bibliography of potential research sources (I recommend at least 7-10) to your EE advisor. Meet with your EE advisor to essay online of Illinois in Chicago discuss your outline. Summer between Junior and Senior Year: Complete your first full draft over the summer between Junior and Senior Year! I know, I know no one wants to about thinking International of Management work during the summer, but trust me this will save you so much stress come the fall when you are busy with college applications and other IB internal assessments for your IB classes. You will want to have this first full draft done because you will want to complete a couple of draft cycles as you likely won’t be able to get everything you want to say into write The University 4000 articulate words the first time. Try to critical of Management get this first draft into write a summary of an article the best possible shape you can, so that you do not have to work on too many revisions during the school year on top of your homework/college applications/work/extracurriculars/etc. August/September of Senior Year: Turn in your first draft of your EE to your advisor and receive feedback.

Work on incorporating their feedback into your essay. If they have a lot of suggestions for improvement, ask if they will read one more draft before the final draft. Books About Critical Thinking International College Of Management (ICMS)! September/October of Senior Year: Submit second draft of EE to your advisor (if necessary) and receive their feedback. Work on creating the best possible final draft. November-February of Senior Year: Submit two copies of how to write a summary of an academic The University your final draft to books about International College of Management your school to critical thinking be sent off to IBO. You likely will not get your grade until after you graduate.

The early bird DOES get the about critical thinking International College of Management (ICMS), worm! Extended essays are marked by external assessors (examiners appointed by the IB) on a scale of of an academic article The University of Kansas 0 to 36. Books About Of Management (ICMS)! There are general and subject-specific criteria, at a ratio of 2:1 (24 possible marks for the general criteria and 12 marks for the subject-specific one). The total mark is converted into a grade from A to E, using the below parameters: Here is the Preparatory, typical breakdown of scores (from 2008): How Does the Extended Essay Grade Affect Your IB Diploma?

The Extended Essay grade is combined with your TOK (Theory of books thinking International College of Management Knowledge) grade to determine how many points you get towards your IB Diploma. To learn about Theory of Knowledge or how many points you need to thinking tutorials The Perkiomen School receive your IB Diploma, read our other articles on What is the International Baccalaureate (IB) Program? or IB Diploma Requirements. Critical Thinking International College (ICMS)! This diagram shows how the two scores are combined to determine how many points you receive for pay to essay International of Milan, your IB diploma (3 being the books critical thinking International College (ICMS), most, 0 being the pay to essay International School of Milan, least). So, let’s say you get an A on your EE and a B on thinking International of Management (ICMS) TOK, you will get 3 points towards your diploma. Note: this chart is International School of Milan slightly outdated.

Prior to the class of 2010, a diploma candidate could receive a failing grade in either the extended essay or theory of knowledge and still be awarded a diploma. Thinking Of Management (ICMS)! However, as of 2014 (for the first examination in May 2015), a student who scores an E on write essay International School either the extended essay or TOK essay will not be eligible to receive an books thinking of Management (ICMS), IB diploma. In case you want a little more guidance on how to writing online The University in Chicago get an A EE. Here are 50 Excellent (grade A) sample extended essays for your reading pleasure: Want to improve your SAT score by about critical thinking of Management (ICMS), 160 points or your ACT score by write a articles Les Roches International Management, 4 points? We've written a guide for each test about the about critical International of Management (ICMS), top 5 strategies you must be using to have a shot at improving your score. Writing Opinion Essays School! Download it for free now: Have friends who also need help with test prep? Share this article! As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and books critical of Management (ICMS), is committed to helping you get there.

Dora received a full-tuition merit based scholarship to pay to of Milan University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. She is also passionate about acting, writing, and photography. You should definitely follow us on social media. You'll get updates on our latest articles right on your feed. Follow us on all 3 of books about critical thinking International of Management (ICMS) our social networks: Have any questions about this article or other topics?

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