Dissertation Editors

Dissertation EditorsDissertation editors are a vital part of a dissertation course. They help to ensure that the final document meets the academic standards set by the Graduate School of Arts and Sciences. Every student who signs up for the course has a right to make sure that the final product meets all of the necessary criteria.The thesis is supposed to speak to the reader in such a way that he or she will be convinced that what was presented in the paper is the right answer to the question. To do this, there is a great deal of research work to be done. This research is where the dissertation editors come in.They play a crucial role in helping students get the best of papers they have submitted. In fact, for a student who wants to write a thesis, this is the first piece of advice they should follow. This is to make sure that they get the best of papers they have submitted.This does not mean that they are going to get a paper from everyone who wants it. Instead, they are going to fi nd the best of papers they have submitted to ensure that they get the right papers in the end. With a few guidelines, they can do this easily.The first thing that editors find out is whether a certain topic has been researched before. This means that any old topic that has been worked on already can be mentioned. The first of the many aspects to watch out for is that a student is not trying to pass off old information as new.If a student says something in the paper that is completely original, the editor will find out about it right away. This can make a huge difference in the quality of the paper, because the more unique a topic is, the more data will be needed to back it up. This will require a lot of digging into books and journals.Once a student knows how important it is to research their paper, they can contact those people who are in charge of reviewing dissertations. They can also get in touch with an editor who is extremely proficient at this. This makes sure that every pape r that comes out meets the standard that the student has set for themselves.

Adolescent Depression A Qualitative Study - 1103 Words

The persistent link for the article that was read this week: Looking back at adolescent depression: A qualitative study. The persistent link is http://search.proquest.com.library.capella.edu/docview/198689594?accountid=27965. The Doi was not provided in the article. As some of us may know, depression is reflected as a mental health condition that can lead individuals to attempt/commit suicide against their life. In addition, depression is a disorder that causes individual to feel despondent, and with no goals to achieve. With that said, sometimes these individuals give-up activities that were once entertaining, loses appetite, or begins to overeat, or loses focus on what they are trying to achieve, and becomes inconclusive. According to Kringlen et al., (2001) depression is classified as a second disorder to alcohol abuse and is the most prevalent disorder among the adolescent population. Thus, Joshi et al., (2009) identified mental health ailments to be linked with authoritarian parental styles, then authoritative and permissive parenting style. In accordance with Kringlen et al (2001), McCarthy et al., (2008) classifies adolescent depression to be associated with suicide, and recognize it as the third leading cause of death among adolescents ranging from age 15-24 years old. The characteristics of the research that allowed me to identify the research as both a phenomenological and content analysis case study are as follows: researcher conducted the study to increaseShow MoreRelatedResults and Conclusion of the Research Process1375 Words   |  6 Pagesthis research study is Stressful life events and the tripartite model: Relations to anxiety and depression in adolescent females. The study was investigated by Jeremy Fox, Leslie Halpern, Julie Ryan, and Kelly Lowe (2011). This paper will expand on previous information reported, which included the background and methodology of the research study. This paper will include the results: including data collection methods and data analysis procedures, and the conclusion: including the study findings, weaknessesRead MoreEffects Of Depression On Adolescents And Adolescents1687 Words   |  7 PagesAdolescent Depression Introduction Depression is an illness that affects adults as well as adolescents. Actually, depression affects a great percentage of adolescents, more than one may think. One in five (20%) adolescents are experiencing some form of depression within their lifespan (Schwarz, 2009). There are many different forms of depression. From a major shift in behavior, constant feeling of helplessness, to a major influence as to why one is not excelling in activities that they once lovedRead MoreTeenager s Experiences With Depression Essay1334 Words   |  6 Pagesteenager’s experiences with depression, specifically how they interpret and understand their condition. Little research has been done to study how teenager’s daily activities, relationships and identity are affected while having a condition such as unipolar depression. Meanwhile, numerous amounts of studies have been run to analyze the experiences of adults with depression and the results that were found are relatively similar to the findings within this study. Depression is the most common diagnosisRead MoreBullying Victimization And Its Effects1469 Words   |  6 PagesOne of the most significant consequences of bullying victimization is the observation that it occurs most often in repeated cycles that can affect the long-term emotional stability of the victim (Nansel, Overpeck, Haynie, Ruan, Scheidt, 2003 ). Studies indicate that bullying victimization experiences often leave victims prone to defiant or delinquent behaviors, poor school performance, and anger or aggression problems (Nadel, Spellman., Alvarez-Canino, Lausell-Bryant, Landsberg; 1996: SchreckRead MoreBullying Victimization And Its Effects1446 Words   |  6 PagesOne of the most significant consequences of bullying victimization is the observation that it occurs most often in repeated cycles that can affect the long-term emotional stability of the victim (Nansel, Overpeck, Haynie, Ruan, Scheidt, 2003 ). Studies indicate that bullying victim ization experiences often leave victims prone to defiant or delinquent behaviors, poor school performance, and anger or aggression problems (Nadel, Spellman., Alvarez-Canino, Lausell-Bryant, Landsberg; 1996: SchreckRead MoreSelf Blame Parent s Felt Towards Their Children Who Had Been Diagnosed With Various Mental Disorders911 Words   |  4 Pagesreport higher levels of depression and caregiver burden as well as low levels of hope will report more self-blame and that lower perceptions of stigma coupled with greater social support may be associated with less self-blame in parents. In addition to these hypotheses, the study looked at the factors associated with increased levels of parental self-blame such as public stigma, biology/genetics, parents’ psychological well-being, parent demographic characteristics, and adolescents clinical characteristicsRead MoreTreating Adolescent Depression : A Systematic Review1608 Words   |  7 Pages Treating Adolescent Depression in Primary Care: A Systematic Review Siedah D. McNeil University of Kentucky â€Æ' Treating Adolescent Depression in Primary Care: A Systematic Review It is estimated that 20% of adolescents will experience a major depressive episode by the age of 18. According to the 2014-2015 National Comorbidity Survey-Adolescent Supplement, adolescents diagnosed with a major depressive disorder have a lifetime prevalence rate of 11%, and a 12 month prevalence rate of 7.5%. Of thoseRead MoreA Correlation Between Stress And Adolescent Suicide1187 Words   |  5 PagesThere is a high rate of adolescent suicide with the cause being undetermined. The purpose of this paper is to determine if there is a correlation between stress and adolescent suicide. Stress is a state of mental or emotional tension resulting from demanding circumstance; it can affect an individual’s body and mind, which can eventually lead to a mental breakdown. Literature review and qualitative research was the method use to formulate this paper. Based on the results, it is determined that stress-Read MoreEssay on The Overachievers: The Secret Lives of Driven Kids895 Word s   |  4 PagesEvery fall millions of American adolescents gear up to apply for the thousands of colleges and universities across the nation. For many students this process is a simple-natural progression through a linear educational track in which no extra preparation, beyond a paper application, is required. However, for many students college preparation can begin as early as conception. Alexandria Robbins follows the stories of nine students from Walt Whitman High School in Bethesda, Maryland. Whitman is knownRead MoreMilitary Deployment Has Affected The Family System932 Words   |  4 Pagesduring their development into adult years. In this particular study, researchers examined adolescents between the ages of 12-18 to determine their thoughts about their parents going into war. More specifically, researchers wanted to study the children’s experiences with ambiguous loss within their military families. Researchers hope to find ways in prevention and intervention in or der to reduce the feeling of uncertainty within adolescents. Sociologists determined that the ambiguous loss theory provides

Conflict Avoidance free essay sample

CONFLICT AVOIDANCE What is conflict? The dictionary says that it is 1competitive or opposing action of incompatibles; 2to show antagonism of irreconcilability. In other words it’s usually a fight between two people who don’t get along for one reason or another. Causes of conflict: I will speak about what I have experienced. †¢ My first conflict was with someone who used to be a friend. We have known each other a few years. We used to hang out in the halls at school together with a group of other friends and clown on each other and clown on other people who passed by. This somewhat made people think that we were a â€Å"bad group of kids†. We said they also might think that because we were mostly a minority group (Black and Hispanic with one or two white friends with us). None of us were doing much work or any sports in school. I always played sports throughout grade school but because of my grades I wasn’t eligible so I guess I was bored. My mom started telling me to get my grades up so that I could play again because she knew that I needed something to keep me focused on school. So with support from my principle and the football coaches I got my grades up and I became eligible. That was the best feeling; being able to play again. I still kept my friends but it started to get harder to keep up with them, school, football, and then track. My coaches, my principle and my mom told me that I needed to break away from that group and concentrate on my school work if I wanted to keep playing sports. I admit that when I did break away and start hanging out with different guys (football players and track team) I saw that we had more in common. Breaking away started tension with my first group of friends and me. They started saying that I thought that I was too good to hang out with them anymore. One of their moms told me that I was not â€Å"all that†. I even tried to explain to them but that didn’t do any good. All through the school year the tension got worse. I wondered if my mom, or my coaches, or my principle knew this might happen, if they did they never told me. One day this group performed a step at our assembly. Someone in the group messed up and all the students laughed; but my friends and I were singled out by the group and they started to throw things at us. After we left the assembly they confronted us and asked why we were laughing at them. I told them everyone aughed but all that mattered to them is that we laughed. I turned away but one of my friends was still inside arguing with one of them. I went back inside to get my friend and to cool the situation down but it soon got out of hand and a fight started. We never landed any punches because one of the teachers was between us. The teacher said that he told us to break it up; if he did I didnâ₠¬â„¢t hear him. I turned and walked away but one of the other guys in the group ran after me. I heard someone call my name and tell me to look out. I turned just as the guy swung at me. I ducked down and punched him and the fight was on. o Avoidance: 1If I had found a better way to get my work done in school, play sports and hang out with them (because, â€Å"We minorities have to stick together,† one of their moms said to me); maybe the tension would not have been there. 2If I had told the principle or the coaches about the tension; maybe something could have been done (I doubt it because the guys hadn’t done anything). 3If, as my mom said, I had not gone back inside to get my friend I wouldn’t have been in it (but I was trying to keep my friend out of trouble). If I had listened to the teacher when he told us to break it up it might have ended then. 5If I had not defended myself and allowed the guy to punch me and do nothing (then what). †¢ My second conflict was with another guy from this same group. One of them came up to me before my track practice and said, â€Å"I hear you want to fight me. † This is the first time that I had heard of this. I said, â€Å"No, I don’t want to fight you. † It went back and forth like that until he finally said, â€Å"Well, we’re going to fight whether you want to or not. All I could think was, â€Å"This makes no sense! † I did not want any more trouble. I had just come back from court THAT MORNING for the other issue with his buddies. And all I had been told was, â€Å"You do not fight AT SCHOOL. † I knew then that the only way to get him to leave me alone was to fight him. And the only way to do that and not get in trouble was to fight him AWAY FROM SCHOOL (wrong). I never knew that two guys fist fighting was a crime. No guns, no knives, no sticks; just our fists†¦nobody else was involved, just us. Well, I found out that it is against the law, and because we decided at school to fight but went somewhere else it was still a school issue. How were we supposed to know that? I’ve been in school for twelve years and I have never been told this (my mom didn’t know either). The next day I see on the school film that his buddy, that I had defended myself against before was giving him a handshake and then I knew that I had been setup. Now I’m suspended and will have to plead my case to the school district next week; all because I saw no other way out. Avoidance: 1If I had talked to the coaches during track practice, but I really didn’t think anything of it (besides he hadn’t done anything). By the time he came up on me after practice, the coaches were gone. 2If I had just gone home and told my mom what happened (she would have told someone or made me tell someone). 3If I had just let him punch me and do nothing and not defended myself (because we would fight whether I wanted to or not) then I suppose everything would have been okay. Parents, teachers and just adults tell us to walk away, walk away†¦but how do we do that? They tell us to do it but they don’t tell us how. I know the physical part†¦turn around and walk away (tried that, didn’t work), but what about the mental part; the psychological part? You walk away, you’re a punk, weak, sissy, wimp, chump; you tell someone, you’re a snitch, 5/0, scared; you stand up and defend yourself, you’re suspended, expelled, sent to juvenile detention. So what do we do and how do we do it? No matter what caused the fighting the same penalty is used for both involved. I guess the teachers or the schools don’t have time to sit down with the students and find out what the issues are so they just let the courts handle it. Then we’re all made to look like criminals. I know if there are weapons involved then it should be a court issue. My grandma calls it anger†¦well yeah, I’ll get angry at anybody who is going to fight me because they don’t like me, whether I want to or not. It’s called standing up for yourself, or being your brother’s keeper. We get tools in church, the bible. We get tools in school, books and teachers. We get tools at work, safety stuff, training on how to be safe, and training on harassment (my mom job). What tools do we get to help us avoid conflict? We get three words†¦Ã¢â‚¬ just walk away†. Parents, teachers, and just adults ask what happened, but they don’t usually ask why or try to find out why it happened and what needs to be done so that it doesn’t happen again. Suspending, expelling, sending to juvenile detention does not make the tension go away and it does not get to the cause of the problem. I understand that there needs to be punishment, but punishing and still not trying to find out the cause is not helping. If you don’t know what the issue is you won’t prevent it you will just keep reacting to it every time it happens. If no one cares why it happens then the only thing that matters is that the one who gets the upper hand wins, because you’ll both get the same punishment. So in my second conflict I knew that if he came at me another day, in the school hallway, I would be in trouble no matter how, no matter why it happened. My idea to help prevent it: We should get any body that has some type of issue with each other and have them sit together in a room with a mediator (my mom and dad used a mediator when they got divorced). It probably needs to be a parent whose kid is not in the room. Not a teacher, well maybe a teacher that the students like. I think a parent because there would be more respect for a parent and they would probably open up more (maybe). This mediator could ask the questions or just let the two of them talk about how they feel about each other. Once it’s out in the open they can work on the issues. I’m not saying that it would work every time; and I’m not saying that they would come out of there the best of friends but you can offend someone and not even know it until it is too late. This is what I would have done with my ex-friends because I really didn’t know what the issues were between us and I still don’t.

The Doctrine of the Christian Life

The doctrine of Christian life analyzes the issue of Christian ethics in comparison to non Christian ethics. He explains that true ethical living is obtained from the word of God and this is the only kind of living that is free from controversy. Non Christian ethics tend to contradict each other and since there is only one form of truth, they are therefore considered null.Advertising We will write a custom critical writing sample on The Doctrine of the Christian Life specifically for you for only $16.05 $11/page Learn More Ethics in this case involves making life decisions both personal and social in compliance with the doctrines stated in God’s word. From this non Christian ethics are not considered to be wrong since they bring about controversial assertions. One of the key issues in understanding Christian ethics is the fact that these ethics are God like. The Bible clearly states the attributes of God as being pure, holy, righteous, loving, for giving and so on. This means that for the word ethics to be meaningful, it has to encompass all these attributes and applied to the daily living of a Christian. These are virtues that cannot be obtained through any form of education or intellectual study. Christian ethics are obtained through practice which should involve a lot of self discipline and sacrifice. The natural human being is normally inclined to selfish desires which in most cases are against ethical living and this is what Frame attempts to speak against. The other important principle in Christian ethics is the separation between ethical living and hypocrisy. Hypocrisy involves doing things for purposes of outward recognition or just to fulfill a given expectation. This in itself is unethical since ethics should start from the inside motive and trickle down to the actions. Any actions not accompanied by similar intentions are considered unethical according to Christian beliefs since they amount to deception. This point is even emphasized in the Bible in Proverbs 4: 23 which states that life’s issues spring from the heart. The events occurring on a daily basis in the world over are enough evidence of ethical or unethical decisions taken at one point or another. In most cases, people say one thing and do the exact opposite. Leaders specifically are in the habit of saying things to please the public and earn recognition while in real sense they are unable to deliver in accordance with their promises.Advertising Looking for critical writing on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More This explains the chaotic nature of the world we are living in. A world characterized by many kinds of evil all as a result of lack of proper ethical guidelines or rejection of the same, the later being the most probable. This is because Christian ethics are clearly outlined in the word of God, but most people prefer to assume they do not exist. A nother form of misleading non Christian ethics is the assertion that anything that results in happiness is ethical. Happiness is a relative phenomenon in the secular world owing to the different opinions on the same. Some people however find joy in taking revenge, while this is considered unethical in the Bible. Not everything that makes people happy is right and not every right thing makes people happy as well. Again, Happiness varies from one person to another hence implying that there is no standard measure of happiness in the secular world. According to Christian values however, the true source of lasting happiness is in God who puts everything in place at the appointed time. The changing nature of people’s definitions makes it evident that Christian ethics are unwavering and the best way to live according to Frame1. Finally Christian ethics are perceived to be the best way of telling what is sinful and what is not. This is because it insists on virtues, irrespective of w hat the end result is. There are times when doing the right thing is difficult and in such cases, Christian ethics insist that the right thing should be done any way2. Non Christian ethics on the other hand mostly suggest that people should always do what brings them satisfaction irrespective of the externality effects these actions have. The end result of this is selfish living, one of the major causes of most problems in the world today. Hence Christian ethics as stipulated by Frame form the best guidelines to life. Bibliography Frame, John. The Doctrine of the Christian Life (A Theology of Lordship). Philipsburg: PR Publishing, 2008. Footnotes 1 John Frame, The Doctrine of the Christian life (A theory of Lordship) (Philpsburg: PR Publishing, 2008), 692.Advertising We will write a custom critical writing sample on The Doctrine of the Christian Life specifically for you for only $16.05 $11/page Learn More 2 John Frame, The Doctrine of the Christian lif e (A theory of Lordship) (Philpsburg: PR Publishing, 2008), 783. This critical writing on The Doctrine of the Christian Life was written and submitted by user Keaton Irwin 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.

Tips for Mastering English Grammar for New Learners

Tips for Mastering English Grammar for New Learners English grammar is said to be one of the most difficult to learn for native foreign-language speakers especially because of its countless rules and numerous exceptions to them. However, many English as an Alternative Language (EAL) teachers has developed methods to help these English grammar learners through the process of understanding proper usage and style. If students follow simple, repetitive steps to understand each new element of grammar, some linguists note, they will eventually pick up on the understanding of those rules, though English learners must be careful not to forget about rules and exceptions in particular circumstances. As a result, one of the best ways to learn proper English grammar for foreign learners is to read several example sentences in grammar textbooks in order to experience every possible variation of each grammar rule. This ensures that despite the commonly held principles associated with each instance, new learners will also experience when English, as it often does, breaks the rules. Practice Makes Perfect When learning any new skill, the old adage practice makes perfect really does hold true, especially when it comes to understanding and applying proper English grammar skills; however, improper practice makes for an  improper performance, so its important for English learners to fully grasp grammar rules and exceptions before practicing usage themselves. Each element of usage and style must be looked at and mastered individually before applying in conversation or writing to ensure that new learners grasp core concepts. Some EAL teachers recommend following these three steps: Read a short clear easily understandable explanation of a grammar rule.Study several practical usage examples (sentences) illustrating that particular grammar rule. Check yourself whether you have mastered the examples.Do several exercises for that rule with communicative content with sentences that most likely can be used in real life situations. Grammar exercises that contain dialogues, interrogative and statement (or narrative) sentences on everyday topics, thematic texts and narrative stories are especially effective for mastering grammatical structures and should also include listening comprehension and speaking, not just reading and writing. Challenges and Longevity in Mastering English Grammar EAL teachers and new learners alike should keep in mind that true mastery or even understanding of English grammar takes years to develop, which isnt to say that students wont be able to use English fluently fairly quickly, but rather that proper grammar is challenging even for native English speakers. Still, learners cannot rely on real-life communication alone to be proficient in using grammatically correct English. Only understanding spoke or colloquial English has a tendency to result in misuse and improper grammar for non-native English speakers, who often omit words articles like the and to-be verbs like are when trying to say Did you see the movie? and instead of saying you see the movie? Correct oral communication in English is based on knowledge of English phonetics, grammar, vocabulary, and on practice and experience in communicating with native English speakers in real life. I would argue that first, a learner must master at least basic English grammar from books with exercises before being able to communicate grammatically correctly in real life with native speakers of English.

Research Ppaer with draft Paper Example | Topics and Well Written Essays - 750 words - 1

Ppaer with draft - Research Paper Example Since gene mutations primarily cause the condition, attempts to develop gene and cell therapies provide a possible cure for the various types of Muscular Dystrophies. However, gene and cell therapies come with several challenges, especially since the skeletal muscle is the most abundant in the human body. Gene therapy involves gene replacement or modification. As a result, the need to find an efficient method to deliver the new gene to the body becomes of paramount importance. One of the challenges facing gene therapy is the packaging of genes. For example, dystrophin, whose defects are responsible for DMD and Becker MD. Dystrophin is larger than the packaging capacity of many vectors used in delivering the gene to the skeletal muscles. According to Chamberlain 2002, truncated versions of the dystrophin gene become the solution. Research shows that truncating the Central Rod and the C-terminal domains causes minimal changes on the functionality of the dystrophin gene. Shortened versions of the dystrophin gene tested on mice in preclinical studies provide positive results indicating that the micro-dystrophins reverse the abnormalities of the dystrophic muscle.(Cossu & Sampaolesi, 2007) Gene therapy faces the challenge of identifying a favorable viral vector focusing on Adenoviral vectors (Ad), retroviruses and adeno-associated viruses (AAV). Ad vectors contain large capacity of cloning and efficiently infect the muscle. Development of the ‘gutted’ Ad tackles the problem of immune response triggered by the Ad vector. According to Chamberlain (2002), the gutted version contains the ability to package full-length cassettes of dystrophin. However, the Ad vector’s large size hinders diffusion in muscle tissue. Hence, Ad vector is not the best choice vector. Retroviruses posses small cloning capacity and hence are limited to the delivery of mini dystrophins. The most promising gene delivery vector proves to be adeno-associated virus (AAV). (Haidet, Mendell &

Merrill Lynch Change Management Case Study Example | Topics and Well Written Essays - 2250 words

Merrill Lynch Change Management - Case Study Example The goal of change management is to make sure that change is not being resisted by employees and is being properly incorporated. To make the process of change smoother, a structured and systematic approach should be used. One thing we should always remember is that even though it can be necessary, we should not bring about a change just for the sake of changing. Normally these changes are done to stay competitive, to upgrade the company. The necessity of change does not take place from within the firm; it is usually because of outside drivers or forces. There are many models which help in change management. One of these is the AKDAR model; Awareness, Desire, Knowledge, Ability and Reinforcement. According to Tech-FAQ, this model says: "Awareness is sharing the knowledge of why the change is taking place. Desire is having the motivation to participate in the change process. This desire must exist for the employees and the organisation as a whole. Knowledge of how to change must be known, not just that there is a need to change. Ability is making the change happen by changing behaviours and implementing new skills. Reinforcement is when individuals and organisations are reinforced to sustain the changes; making them the new behaviour otherwise they will go back to their old behaviour". Literature Review The force field analysis, developed by Kurt Lewin was developed initially for social situations. It talks about forces which can help you achieve your goals or factors which will hinder the process of getting towards your goals. According to 12-Manage, Lewin's view of this analysis is that "issue is held in balance by the interaction of two opposing sets of forces - those seeking to promote change (driving forces) and those attempting to maintain the status quo (restraining forces)". The driving forces should be more than the restraining forces; this would shift the equilibrium and a change will occur. The force field analysis is a method which helps in identifying the most important target groups for a campaign, identify competitors, it helps in identifying how to influence these target groups and helps in investigation the balance of power regarding an issue. The driving forces are written on the left while the restraining forces are written on the right. The force field analysis consists of a series of steps according to Valuebasedmanagment.net, 1. Analyse the current situation 2. Know the desired situation3. Identify where the current situation will go if no action is taken 4. List all the driving forces toward the desired situation 5. List all the restraining forces toward the desired situation 6. Question all of the forces: are they valid Can they be changed Which are the critical ones 7. Give a score to