Choices Essay Example for Free

Decisions Essay The lives of individuals have consistently been filled various quandaries. The decisions that we make at some point in our lives could either represent the deciding moment a person. As a kid, I have consistently longed for becoming wildly successful on the planet that I live in. So as to satisfy my fantasies, I chose to seek after a Masters Degree in Education from the Cambridge College. Being given such open door would permit me to sharpen my specialty and offer my insight with others. From the numerous encounters that I have experienced in my life, being allowed to carry on with my life for the subsequent time around was the most significant. Obscure to many, I am a malignant growth survivor. I was determined to have the said ailment at eighteen years old. Notwithstanding such preliminaries, my assurance to prevail in life was never discolored. I needed to demonstrate something to myself that I had the stuff to be somebody in the public eye paying little heed to all the hindrances that came my direction. Learning is a basic piece of my development, both as an individual and as an expert. So as to be fruitful, I need to exemplify the various strategies instructed in school. Moreover, I may likewise consolidate my own considerations and encounters in attempting to make things work. Such activities would not just spotlight on the hypothetical parts of learning, yet in addition in the application procedure. At that point I could state that I am capable completely understand everything that have been taught in me by the school and my own encounters. Beside getting a Master’s Degree, I despite everything have various objectives at the top of the priority list. I need to encounter working with youthful minority men, particularly the individuals who were in center school. This was on the side of my longing to work inside the government funded educational system. I needed to be of help to understudies, particularly the individuals who were of low social and financial statuses. This drive may likewise be credited to the way that reviews have been led demonstrating that youthful dark male understudies ordinarily lose enthusiasm for going to class when they arrive at the 6th grade. Therefore, the level of youngsters dropping out from school expands every year. Moreover, I have made propelled investigates expressing that the understudies of Richmond County are giving the educators trouble in keeping them in school. Inspiration among instructors to the understudies was generally troublesome, for obstructions have just been by the understudies. The circumstance is disturbing for both the state and the instructive framework that the schools offer. This at that point prompts the trouble of understudies in attempting to defeat the difficulties that come their direction. They are genuinely battered, and are looking for individuals whom they can stick to, for example, direction advocates. Albeit troublesome, I might want to be a piece of the lives of these kids. Outfitted with the fundamental information and preparing, I may bestow to these understudies relevant data that may motivate them to get effective in their lives. I trust that my little useful tidbits would likewise fill in as devices that would assist them with enduring their lifetime. I accept that I have the stuff to be acknowledged in your foundation. My encounters were centered around the relationship of individuals with one another. The advising encounters I had were extremely useful, for I saw how it was to manage pregnant young people. This phase of their lives was an exceptionally pivotal one, for a few thoughts and feelings are uplifted. Some of the time, they would feel sorry for themselves for what occurred, or more regrettable, endeavor self destruction. I might have the option to use my social advising encounters and receive them to a portion of the methods I can use in directing understudies in the instructive field. This may sound simple, however it would likewise involve difficult work and assurance from my end. My fantasies don't end in the wake of procuring my degree from your foundation. I would use my degree in working inside the educational system so as to encourage an effort program for both the understudies and the guardians. The school regions inside our territory are likewise in the underlying phase of talking about the necessities considered by the understudies, as referenced prior. School advisors would be required by the Superintendent for each school, and this would go for my potential benefit for I may have my degree at that point. Besides, I additionally mean to encourage school level courses. Learning is a ceaseless procedure that additionally causes individuals to improve their specialty. Having a Master’s Degree would not thwart me from pushing ahead. One of my objectives is to acquire a Doctoral Degree in Counseling. The degree would be helpful in my development as an advocate, for my extent of information would be improved further. Moreover, the courses offered would permit me to learn new methodologies that I may use towards understudies. In spite of the fact that my journey for information is relentless, I accept that there are sure things that I should in any case care about. I resemble some other candidate; the main distinction seen was the way that I am progressively disposed in satisfying my objectives throughout everyday life. Working and being presented to various types of individuals help me to interpret the various methodologies that ought to be utilized on individuals. The information gained from the organization would come as a bit of leeway, for the characters of individuals have been considered and investigated by individuals who have practical experience in the said field. I, as well, am liable of needing to improve each activity made, particularly with regards to directing understudies. I realize that being acknowledged in your foundation requires a serious deal of duty from the understudies. The preparation would be requesting and testing, yet eventually fulfilling. The little slip-ups that are regularly dedicated would be given a lot of significance, and enhancements would be noticeable. I intend to learn and develop, both as an individual and as an expert. I realize that this establishment would present to me a bit nearer to my fantasies and yearnings. The decision I made was clear †your foundation would assist me with being the best person that I can be.

Value Management

Q. 1 Using your developing information on Value Management (VM), fundamentally evaluate the report and make recommendations concerning how the VM study may have been run contrastingly/all the more adequately. A Value Management report is the premise to an all around built undertaking as in all gatherings included or conceivably influenced will be content with the ultimate result. It is crucial to comprehend and expound on the key perspectives that decide a worth administration concentrate so as to increase a pleasing end. Frequently these rules are met, yet similarly and with no due culpability, a few rules are managed. The reasons for these noteworthy blunders are regularly botches and once in a while deliberate anyway they incredibly slant the discoveries and lead to inescapable issues brought up later on. The Value Management Workshop Report, dated 26 November 2009, is centered around the Road and Traffic Authority’ (RTA) Mount Victoria to Lithgow Project. It consolidates huge numbers of the systems and procedures that are set out in a report titled Total Asset Management, September 2004, which has been created by New South Wales Government Treasury’s Office. This specific reports premise is esteem the executives rule. So as to develop a contention with regards to how the Mount Victoria to Lithgow Project workshop could have been run contrastingly and all the more successfully I will compare these two records. There are two fundamental measures that will be centered around; the phases of a Value Management and when such stages ought to be started and pre workshop arranging and what it ought to contain. For a significant task/program, a few Value Management studies might be required, for instance at the administration arranging stage, the idea improvement stage, at the development stage, at the activity and upkeep stage and, eventually, at disposal’. (Worth Management rule, 2004) There is no doubt that the 6 significant phases of a task recorded above require a Value Management Plan. In this specific example the idea improvement stage is the fundamental focal point of the RTA report. Idea improvement ought to incorporate the extent of the task, what the undertaking intends to accomplish and the general thinking behind such a turn of events. The general idea of this proposed venture can be depicted as ‘light’ implying that the explanation behind endeavor an open foundation venture, evaluated in abundance of $275 million barring the three stages remembered for the Mount Victoria area, is somewhat indistinct. It is expressed that ‘The parkway redesign work that has just been finished [on The Great Western Highway] has prompted improved travel times for drivers and a more secure street condition for all drivers, people on foot and cyclists’. RTA: Mount Victoria to Lithgow Project, 26 November 2009) The New South Wales Governments intend to overhaul state streets, is in this way a green light to create and update new streets as the RTA esteems fit. There is no idea or notice of reviving existing foundation, which would be probably financially more beneficial and time proficient. Albeit such a thought may have become quickly repetitive once expelled, there ought to have been plentiful open door for t hought by all individuals from the workshop, which in reality there wasn’t. It is successful to direct pre workshops programs in a littler gathering to create issues that can be promptly brought up in the significant Value Management workshop. Distinguishing issues early instead of over the two days of the workshop will give coordinators and sub successively the individuals from the workshop the capacity to address and answer issues with significant realities, current information and all the more critically legitimately. This would be a substitute of ‘ball park’ figures and expansive/accepted answers that would have been advanced if pre workshop programs were not directed.

Marking the difference between right and wrong

Marking the difference between right and wrong Marking: the difference between right and wrong If you want to improve your essay grades, there are two crucial pieces things you need to know: what you are doing wrong and what you can do right. This requires feedback â€" after all, how can you know what you don’t know? Ideally, a marker â€" or even mentor or tutor â€" would provide this kind of feedback for their students. Unfortunately, though, you will not always get it. In fact, very often what you get is a lot of “don’t do that”, without so much “do this”. With that in mind, this blog post will look at the little things that students commonly do that can lower their marks and steps you can take avoid falling into the same traps. Do your best It sounds so trite, doesn’t it? Do your best. Really, isn’t that what you have been doing? But then, have you really? The sad reality is that there truly are one or two students who can sit down the night before a paper is due, write out a perfect essay in a few hours, and receive high marks and a thumbs up. But the chances are pretty good that you are just a poor ordinary mortal. So if you waited until the night before an essay was due and you received a low mark, you probably deserved it. If you plugged in whatever research materials (books, articles, etc.) that were easiest to find, skimmed over it, cited it uncritically, and received a disappointing grade, it was probably warranted. If you didn’t give the essay a single thought until you sat down to write it, never developed a plan of attack and just started typing away, don’t be surprised if the grade reflects this. If you didn’t take time to read or edit any of your paper before handing it in, then, well you get the idea. Many students suppose that because they are writing, they are doing work, and because it is work that they don’t particularly enjoy or because it feels challenging, they are doing (or have done) their best. But that “best” is not good enough. An essay is just a final physical product, but the work is 90% mental. As soon as you have the assignment topic, or prompt, you need to start thinking about it. You need to start seeing the essay in your head. What is the question? What is your answer? What do you need to show your answer? Where will you get what you need? One problem that often comes up for students is right there at the start: where do I begin? There are really only two options available: you can start by writing or you can start by reading. If you know what you want to talk about, you should write first and then read. Ideally, that reading will sharpen what you wrote and help you rewrite it. If you are not sure what to write, you should read (whatever it is in your topic) until ideas start forming. Do either of these processes sound like they can be accomplished in a single night? Not really. In order to do your best on a paper you have to be willing to put the time in. You need to think about the problem, develop a strategy of getting the paper written, and break that work down into manageable chunks. There is a famous saying in writing classes and it goes something like this: Question: How do I write a paper? Answer: The same way you eat an elephant; one bite at a time. Writing your paper is not one big bite, but lots and lots of nibbles. Markers very quickly develop an instinct for work that is genuinely a student’s best effort, and something hastily and sloppily done. And this point is critical: markers and teachers are far more willing to help students that have done their best work but not done the assignment well, than students who have turned in sloppy and careless work, regardless of the final quality. Always turn in your absolute best effort, even if you’re unsure if it’ll quite hit the mark. Know the assignment Key to ensuring you’re on the right track from the get-go is understanding the assignment. In a well-known case study of composition classes, a scholar revealed that the students' assumptions of what will be asked is a key determinant of their performance. Their assumptions are often based on the teachings in class, and for students that performed poorly there was often a mismatch between their expectations of what is being asked, and what the instructor expects. This is a case of prevention being more important than a cure. You need to read through the assignment carefully, and if there are any tips or suggestions, read those even more carefully (because often tips and suggestions are actually expectations). If you have any questions, ask them early. Be serious Now, there are various features of essay writing that are not formally listed in any course guidelines or handouts from your professor. Things like tone, style, and so forth. There is no reason to complicate these. No matter how easy-going your instructor might be, when you write a paper for a university course, be formal and be serious. Your tone should be formal, your style should be professional. You should hand in a paper that looks like you are applying for a job that you desperately want. The internet abounds with advice on how to write formally â€" read it. Don’t be chatty. Don’t use contractions. Don’t stray from your subject, etc. That said, you also want to find a balance between formal writing style and work that’s comprehensible. Don’t throw in complicated words or phrases simply because you think they sound good. Always assume that you’re writing for someone who knows little-to-nothing on the subject, and choose your language and style accordingly. Many students actually have some anxiety about their writing style. Students in the sciences often feel that they write too concisely, or that their work isn’t ‘exciting’, and that this may mean they get lower marks. Conversely, creative students can tend to bend the rules of writing and perhaps get carried away with the liveliness of their writing, to the detriment of the quality of argument. We don’t know who is marking your papers; maybe they are looking at style and creativity. But you cannot lose marks for being professional and serious in your writing. Personally, we think it helps to write your essays by imagining that you are writing to or for your employer. Think of this from a marker’s perspective. Writing is, notionally, your job. If your job was to assign a formal grade to someone’s work, would you be more receptive to someone who was clearly serious, professional, and had done their best work? Or something that was clearly dashed off, not so serious, or not their best effort? Take your work to the next level with our marking service Having your work marked by an experienced academic not only provides you with valuable and actionable insight â€" it can be the difference between good grades and great grades. Find out more Structure â€" at a glance We will talk a little more about the process of marking in the next post, but something that will help you now is knowing this one little bit of information. Most markers can tell at a glance â€" truly a glance, without having read more than a few words â€" if a paper is low calibre. Now, markers cannot really say if a paper is average, above average, or first-class without reading it. But they know from just the way the first page looks whether or not the essay is low or mediocre. So this should compel two questions on your part: 1) how do they know? And 2) why is this important? Let’s take question 1 first. When you are writing at academic/university level, you are writing at the paragraph level and above. What does this mean? It means that your marker is looking to grade you on the quality of your paragraphs and anything else more complex than this (for example, quality of argument, ability to think critically, etc.). Anything less complex than paragraphs â€" formatting, font, layout, etc. â€" the marker will not want to be having to take care of, at university level. The first page or two of an essay (at least) should look professional at a glance. Clean paper, no folds, etc. All the pertinent information (name, title, date, class) needs to be there on the the title page as directed in the syllabus or formatting guide. If there isn’t one for the class, ask. And pro tip: never ever ever turn in a paper that does not have at least your name and some kind of title. To a marker, a paper without a title just looks like you couldn't be bothered. You seem laz y, even if you aren’t. And, of course, margins and standard font (Times New Roman 12pt is standard). An incorrect or sloppy bibliography with inappropriately formatted citations is also a giveaway of sub-standard work. But the biggest indicator for most markers of the quality of the paper being graded is the paragraphs. A paragraph should be full, probably somewhere between 175-400 words. Very often students hand in papers where there are no paragraphs or lots of really short paragraphs. This immediately suggests to markers that the student has a problem organising the material. Take a good essay and just cast your eyes over it. You will not find any short paragraphs, or one sentence paragraphs (like in some novels). We should add, you might find very long paragraphs in a higher-level academic work, but at undergraduate level you probably wont. Now, why is this important? Because markers do not have lots of time to devote to evaluating papers and they are essentially sorting your paper into a grade box. They will start thinking about where your paper belongs as soon as they pick it up. Not uncommonly, markers will skim through to ensure those details are there that we mentioned above. If your paper does not look like you have command of structure and control over the way you present your discussion and information, then the marker will not be encouraged to actually read your essay. The chances are quite good, in fact, that they will skim over your paper to confirm what they already suspect from the way the paper is presented. You may have first-class ideas in your paper, but without appropriate structure, those ideas are not likely to be given due attention. So, find a sample essay somewhere (there are scads of these online), and before you turn your essay in, make sure that yours at least looks structurally similar in the formatting and the shape of things, with no consideration for content. Structure â€" in detail What you are after in your paper is a logical continuity of thought. What this means is the structure of your paper follows a line of development, in the way you might give someone directions. You start with a general overview (an introduction), develop the ideas and discuss your points in a few to several paragraphs (the body), and you then wrap up what you have discussed (the conclusion). And everything in these sections should be relevant only to the topic that you are discussing. Put even more simply: tell the reader what you are going to tell them. Then tell them what you need to tell them. Then tell them what you have told them. That is essentially the structure of an essay. Where many students go wrong is in one or all of these areas. Often, if a student is operating at a paragraph level, one of the major shortcomings is how the paragraphs themselves are organised. Sometimes the way information is organised in your head is not the way it is organised on paper when it comes out. Something that, perhaps, you should spend a few sentences on, or even a paragraph, you might suppose is covered by a single sentence. Or, conversely, something easily covered by a few sentences gets several. This is where feedback can be helpful. A paper that you write will never be fresh to you, and it will never be read for a first time the way it will be by a marker. That is one reason why it is so difficult to gauge how a marker will respond to your work. The closest you can come is to write the paper, set it aside for a few weeks, then come back to it. But you do not likely have that kind of time. Lastly, all good writers rewrite their papers. You are setting yourself up for disappointment if you believe you can write a first-class paper without having reread and revised the paper, or turning it in without having someone else read it through (preferably a competent expert). The Ultimate Guide to Marking See all articles in the series Marking: from a marker’s perspective Understanding feedback from your essay marker Understanding feedback from your essay marker Unpaid postgrad students are being used for teaching academic writingbetter gradesessay helpmarking processstudy skills