A Deadly Mistake Uncovered on Research Paper Help Sites and How to Avoid It

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Russi Children With Disabilities Face Violence, Neglect

â€Å"Russia: Children with Disabilities Face Violence, Neglect.† hrw. Human Rights Watch, 15 Sept. 2014. Web. 8 Jan. 2016. The article titled, â€Å"Russia: Children with Disabilities Face Violence, Neglect† (8. Jan. 2014) from the Human Rights Watch website asserts that the rights of disabled children are suppressed as they are often admitted to the terrible living conditions of an orphanage or institution, despite Russia’s recent governmental effort to address such rights. The Human Rights Watch article proves this claim by describing the abuse, malnutrition, and bad living conditions that they witnessed and documented first hand when visiting Russian orphanages and institutions, even after Russia implemented the National Action Strategy†¦show more content†¦In my paper, this will help to add a personal factor through the appeal to pathos, as well as a reference or comparison to the Human Right Watch’s opinion. Woods, Summer. â€Å"Isolated: Disabled Children in Russia’s Education System.† hrbrief. Human Rights Brief, 29 Oct. 2015. Web. 14 Jan. 2016. Author Summer Woods, in her article, â€Å"Isolated: Disabled Children in Russia’s Education System† (29 October 2015) argues that disabled children in Russia are excluded from many educational opportunities and are often discriminated against because of stereotypes, despite the fact that Russia ratified the Convention on the Rights of Disabilities in 2012. Woods supports her claim further by supplying specific examples of prejudice seen within the school systems, that of which were mainly gathered by the Human Rights Watch corporation. Summer Woods wishes to convey the importance of eliminating false stereotypes as well as diminishing barriers that keep a disabled child from attending school in order to allow equal educational opportunities that can ultimately mold a child s future for the better. The auth ors audience likely consists of those interested in the broad idea rights for the disabled as is seen through her consistent references to the Human Rights Watch, providing a tone that is both factual and informed. Through showing factual evidence of the unequal educational rights in

Case Study on Doctoral Learners/ Researchers

Question: Why is the skill of evaluation important for doctoral learners/researchers? Answer: The doctoral learners/researchers must be able to identify, locate, evaluate, organize and communicate regarding research sources and materials and they should be information-literate individuals also. The researchers must have to identify the appropriate research sources which may be useful for their researching essays and assignments (Gibaldi, 2009). The researchers must have to identify the differences between these two things and according to which they should identify the research sources which may be helpful for their research work. Some of the sources may be Books, Journals, streaming videos, previous research works from which the researcher must identify the correct source for his/her research work (Stebbins, 2006). After identifying the proper source the researcher must have to locate appropriate material from the vast thing. He/she should locate the topic which should be the current and applicable to his/her topic. He/she should locate the introductory sources from the basic background information about the subject. If the subject area is unfamiliar to the researcher, finding of background information may be helpful for research work (Presnell, 2007). For a researcher evaluation of every sources are very important for their research work. They sources may be journals, articles, website, book, newspaper etc. The researcher should analyze the research materials and have to assess how appropriately they will be helpful for their research work. A researcher should organize the study from the stack of notes, books, course materials, previous research studies which will give him a sense of control and allow him/her to better integrate his/her ideas when he/she starts to write (Salkind, 2012). Communication will explore the potentiality of research work and innovation by which the research work may be better than any other studies. References Gibaldi, J. (2009).MLA handbook for writers of research papers. New York: Modern Language Association of America. Presnell, J. (2007).The information-literate historian. New York: Oxford University Press. Salkind, N. (2012).100 questions (and answers) about research methods. Thousand Oaks, CA.: SAGE. Stebbins, L. (2006).Student guide to research in the digital age. Westport, Conn.: Libraries Unlimited.

Learning styles in fact to face and online environments

Introduction Stakeholders in the education industry have criticised online education because of various reasons. However, it is emerging that differences in student characteristics may be a significant contributor to the perceived inadequacy of online learning. One trait is student learning styles; if educators learn about the relationship between learning styles and education environment (online or face to face) then they may improve their outcomes.Advertising We will write a custom essay sample on Learning styles in fact to face and online environments specifically for you for only $16.05 $11/page Learn More Relationship between learning styles and education environment (online versus traditional) The theoretical model of learning style components states that learning styles are dependent on three key factors: student motivation, task engagement and cognitive processing habits (Aragon et. al. 2002, p. 233). They describe student motivation as a learner ’s condition of motivation when presented by a new task. Sometimes, students may demonstrate independent motivation behaviour or dependent behaviour. In other scenarios, motivation could be avoidant or participatory. At times, it may be collaborative or competitive. Task engagement is the extent to which a student will pay attention to certain aspects of their education. This may be indicated by their enthusiasm, concentration levels or the way they participate in class. A student’s level of anxiety, their attitude, concentration, scheduling, testing strategies and many other factors illustrate the extent of task engagement (Aragon et. al. 2002, p. 236). Cognitive control is the manner in which a learner processes information. The student usually demonstrates this by their reflective observation, which is one’s ability to think about what they have observed. In certain circumstances, this parameter could be manifested as concrete experience. Abstract conceptuali sation is also another way of demonstrating cognitive control, and the opposite end of this spectrum is active experimentation. It is insightful to know whether online students have a greater preference for reflective observation or concrete experience or whether they prefer to experiment actively in class. The same information is quite useful for traditional students, as well. Aragon et. al. (2002) carried out an analysis of the differences between online students’ learning styles and traditional students. They found â€Å"traditional students were more effective at using supporting materials and techniques than their online counterparts† (Aragon et. al. 2002, p. 236). Therefore, study aids are more suitable in face-to-face settings than in online communities. Additionally, â€Å"online students prefer to use reflective observation more than their face-to-face counterparts† (Aragon et. al. 2002, p. 237). This means that the extent to which online students learn by seeing and doing is greater than it is among traditional students.Advertising Looking for essay on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Furthermore, abstract conceptualisation is another mode of instruction delivery that online learners prefer over their face-to-face colleagues. This means that the internet, as a method of teaching delivery, is synonymous with â€Å"learning by thinking† (Aragon et. al. 2002, p. 237). Face-to-face learners have a greater preference for active experimentation compared to their online peers. This means that educators in the traditional environment ought to facilitate teaching through doing. Conversely, educators in the online community ought to embrace more reflection (Aragon et. al. 2002, p. 243). Conclusion Differences between preferred learning styles in the face-to-face environment versus the online environment prove that students acquire knowledge differently. Therefore, ed ucators must incorporate those preferences in the way they deliver material to their students. Both settings can yield favourable results if teachers use the right approach. The main difference between the two groups is cognitive control as face-to-face students prefer a hands-on approach while online students do well with reflective thinking. Reference Aragon, S, Johnson, S Shaik, N 2002, ‘A preliminary analysis of the influence of learning style preference on student success in online vs face-to-face environments’, American Journal of Distance Education, vol. 16 no. 4, pp. 227-243. This essay on Learning styles in fact to face and online environments was written and submitted by user The Fury to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.