Monday, July 29, 2013
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Tuesday, March 5, 2013
Top Ten Article Writing Tips to Succeed in the Internet
Article Writing has in recent times become extremely popular. A poorly written article can be harmful, both to you as the author and the products you are promoting. The article you write should not only display your creative and imaginative skills but also satisfy the needs of your target audience. These ten article writing tips can act as a guide in helping those who wish to succeed in writing articles for the internet.
1. Write on a Topic that you know best:
Always write on some topic that you know best or are familiar with. If you have a website it is important to write on topics relevant to your website. The reason is obvious. No visitor will want to visit a website he is not interested in.
Top Ten Article Writing Tips to Succeed in the Internet
2. Have a Captivating Title:
This is the most important of all the writing tips. The title should be powerful and captivating but not misleading. Spend some time and think about a title that will attract and captivate the imagination of your target audience.
3. Organize your Topic in a Point wise form:
You topic should be organized in a point wise form so that the reader easily understands and grasps your ideas. There should be an Introduction at the commencement and a Conclusion at the end of the article.
4. Have sub-titles, Numbers or Bullet points:
When the article is organized in the above manner, it will be even more effective if these sections have sub-titles, numbers or bullet points. When the audience click on the title of your article and view the sub titles and the organized presentation, you can be certain that they will want to read your article.
5. Use simple language and Short sentences:
One of the best article writing tips I ever got was to use simple language. Most of your audience will be people who want to learn some thing from your article and would find it difficult to understand technical jargon. Simple language also helps those whose mother tongue is not English, to understand and appreciate your writing. Short sentences are attractive, easily readable and understood. Like getting lost in translation the point you so anxiously wish to make can be lost by the time the reader finds his way to the end of a long sentence.
6. Avoid grammatical mistakes and spelling errors:
However good the article might be, if it is sprinkled with grammatical mistakes typos and spelling errors, the reader will before long click away from the article. Proof read and Spell check your article before submission.
7. Display your Expertise:
One of the great advantageous in writing for the internet is the opportunity you get to display your expertise. The more you are able to convince the audience of your knowledge and skills, the more popular you will be in the internet world and more targeted visitors you will get to your website. Always proof read your article.
8. Limit the length of article:
Always limit the length of your article. It should neither be too short or too long. The popular range is between 500 words and 650 words. This gives you sufficient space to express yourself clearly to your targeted audience.
9. Do Not Sell:
If you want your article to be read, appreciated and published by other webmasters, then do not sell. You will loose credibility if you have links from your article to your products and services.
10. Resource Box:
Though this is the last of the ten article writing tips, this tip is of vital importance. Here you get the opportunity to write a few lines about yourself, your website and have a life link to your website. Where ever possible link to your website using HTML code and having the keywords embedded in it. Make the best use of it.
Conclusion.
Writing good content is absolutely important if you wish to succeed in the internet. These ten article writing tips I am confident will be a source of inspiration and motivation for you to write top quality articles. Your own imaginative and creative skills can make them even better.
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Copyright © Kanaga Siva.
Kanaga Siva is an Expert Author and Marketer. Welcome to his Internet Business Opportunities Website and Internet Marketing Blog for Tips on Article Writing, Affiliate Marketing and Internet Marketing, that can help you make money from home.
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Monday, February 25, 2013
Top Ten Tips for Writing a Professional Overview or Biography
A professional biography or overview, showcasing your background, experience and expertise, is a necessity for every business owner. This often overlooked marketing tool is an excellent way to introduce you and your business to potential clients and possible strategic business partners. Potentially, it might open up opportunities for speaking engagements, radio or television interviews, or a feature print article. While any information about you and your business is helpful, information that is presented in a professional, well-polished manner can make all the difference in how others perceive you. Consider these important points as you craft your own professional biography.
1. One page wonder.
Your professional biography should be a few paragraphs and kept to one page or less. One page is perfect for copying on the reverse side of a handout or flyer. Several paragraphs, left justified make it easier to read and skim.
Top Ten Tips for Writing a Professional Overview or Biography
2. First, second, or third person?
Always write your biography in the third person. That is, refer to yourself by your name or she/he as appropriate. It sounds more professional as it appears that a third party wrote the text. For example, "Alexandra has been featured in the New York Times, Forbes, Newsweek, and Time magazines."
3. Business in brief.
Not only do readers want to know what you do, but also they want to know who you work with - because they might want to work with you! A professional biography should include a sentence or two about your business niche (or niches) as well as the types of clients you serve. A modified version of your 30-second elevator pitch might be perfect.
4. And the winner is....
Make sure that you include a list of awards that you have received. Readers are interested in knowing about your talents and the organizations that recognize you for them.
5. Organizations.
Include names of the organizations, clubs, or associations to which you belong. A reader's interest might be highlighted at seeing that you belong to the same alumni association or professional business group. Again, these connections might possibly lead to some interesting and exciting business opportunities.
6. Certifications and designations.
Include any professional certifications or designations you hold. Make sure you write out their names in full, rather than use abbreviations. Not everyone might know that CMA stands for Certified Management Accountant. And, perhaps, in a different discipline, it might represent something else - like a Certified Materials Analyst. If you no longer hold a particular designation, but it has played a major role in who you are and what you do, don't hesitate to make a reference to it. For example, "Ann is a former Certified Data Processor and spent the last decade as an adjunct faculty member teaching higher mathematics at the University of Colorado, Boulder." Don't include abbreviations of college degrees, like MBAs as it looks unprofessional. The only exception to this would be for a Ph.D. designation.
7. Published?
Have you written any articles, books, e-courses or e-books? Self-published or not, your works add to your level of professionalism and credibility. Showcase them in your biography and you might earn additional royalties in terms of new clients or other opportunities.
8. Did I mention the media?
Have you been a guest on talk radio or television? Were you or your business featured or even mentioned in a newspaper article? If so, readers want to know. Again, these types of "mentions" add to your credibility and presence.
9. Call me any time.
People who want to know about you will read your biography for just that reason. And, if its compelling, rich, and includes the information they're interested, in, they'll want to contact you. Include complete contact information like your title (if any), name, address, telephone, fax, email, and website address. Make it easy to find this information by including it in the last paragraph of your professional overview.
10. Write, rewrite, and do it again.
After you have written your biography, edit, edit, and edit again. You may need to do a dozen or so revisions before you get it just right. Eliminate extra words, use descriptive words, keep the sentences short but varied in length, and write in the third person. Ask some friends to provide input as well. Make sure to revise your biography regularly to keep it up-to-date and refreshed.
Copyright 2004 by Tara Alexandra Kachaturoff.
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Tara Alexandra Kachaturoff is a business consultant, writer, speaker, Certified Guerrilla Marketing Coach and producer/host of Michigan Entrepreneur Television. Drawing on over 15 years of corporate experience, she coaches executives, professionals, and entrepreneurs on business and lifestyle issues and has been featured in print, radio and television. Her websites include http://www.virtualleverage.com, http://www.tarakachaturoff.com, and http://www.michiganentrepreneurtv.com
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Saturday, February 9, 2013
Network Administrator - Duties and Functions
Many organisations use a three tier support staff solution, with tier one (help desk) personnel handling the initial calls, tier 2 (technicians and PC support analysts) and tier three (network administrators). Most of those organisations follow a fixed staffing ratio, and being a network administrator is either the top job, or next to top job, within the technical support department.
Network administrators are responsible for making sure computer hardware and the network infrastructure itself is maintained properly for an IT organisation. They are deeply involved in the procurement of new hardware (does it meet existing standardisation requirements? Does it do the job required?) rolling out new software installs, maintaining the disk images for new computer installs (usually by having a standardised OS and application install), making sure that licenses are paid for and up to date for software that need it, maintaining the standards for server installations and applications, and monitoring the performance of the network, checking for security breaches, poor data management practices and more.
Most network administrator positions require a breadth of technical knowledge and the ability to learn the ins and outs of new networking and server software packages quickly. While designing and architecting a network is usually the job of a network engineer, many organisations roll that function into a network administrator position as well; day to day and month to month "Is it up?" jobs fall on the shoulders of the network administrators.
Network Administrator - Duties and Functions
One of the chief jobs of a network administrator is connectivity; the cry "The networks down" usually means the network admin has to be hip deep in something fixing it and post haste. They are in charge of making sure connectivity works for all users in their organisation, and making sure data security is handled properly for connections to the outside internet. (For network administrators doing security aspects, this can be a full time job in and of itself.)
Trouble tickets work their way through the help desk, then through analyst level support, before hitting the network administrator level; as a result, in their day-to-day operations, they should not be dealing directly with end users as a routine function. Most of their jobs should be on scheduling and implementing routine maintenance tasks, updating disaster prevention programs, making sure that network backups are run and doing test restores to make sure that those restores are sound.
Other jobs that fall on the network administrator's tasks include fighting for the IT budget and setting standardised installs packages up so that all end user desktops are identical. While the network administrator probably isn't doing the installs on new computers, he is likely to be the one in charge of setting up what gets installed, and setting user access policies, as well as evaluating the purchase of new equipment to replace older gear that has been deployed. Similar decisions are made regarding software packages (both for end user support and server levels) and networking hardware.
Network administrators are jokingly referred to as the highest level of techie you get before you get turned into a pointy haired boss and made into management.
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Derek Rogers is a freelance writer who writes for a number of UK businesses. For information on Network Support, he recommends Network 24, a leading UK network support services provider.
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Wednesday, February 6, 2013
Globalisation And Primary Education Development In Tanzania: Prospects And Challenges
1. Overview of the Country and Primary Education System:
Tanzania covers 945,000 square kilometres, including approximately 60,000 square kilometres of inland water. The population is about 32 million people with an average annual growth rate of 2.8 percent per year. Females comprise 51% of the total population. The majority of the population resides on the Mainland, while the rest of the population resides in Zanzibar. The life expectancy is 50 years and the mortality rate is 8.8%. The economy depends upon Agriculture, Tourism, Manufacturing, Mining and Fishing. Agriculture contributes about 50% of GDP and accounting for about two-thirds of Tanzania's exports. Tourism contributes 15.8%; and manufacturing, 8.1% and mining, 1.7%. The school system is a 2-7-4-2-3+ consisting of pre-primary, primary school, ordinary level secondary education, Advanced level secondary, Technical and Higher Education. Primary School Education is compulsory whereby parents are supposed to take their children to school for enrollment. The medium of instruction in primary is Kiswahili.
One of the key objectives of the first president J.K. Nyerere was development strategy for Tanzania as reflected in the 1967 Arusha Declaration, which to be ensuring that basic social services were available equitably to all members of society. In the education sector, this goal was translated into the 1974 Universal Primary Education Movement, whose goal was to make primary education universally available, compulsory, and provided free of cost to users to ensure it reached the poorest. As the strategy was implemented, large-scale increases in the numbers of primary schools and teachers were brought about through campaign-style programs with the help of donor financing. By the beginning of the 1980s, each village in Tanzania had a primary school and gross primary school enrollment reached nearly 100 percent, although the quality of education provided was not very high. From 1996 the education sector proceeded through the launch and operation of Primary Education Development Plan - PEDP in 2001 to date.
2. Globalization
To different scholars, the definition of globalization may be different. According to Cheng (2000), it may refer to the transfer, adaptation, and development of values, knowledge, technology, and behavioral norms across countries and societies in different parts of the world. The typical phenomena and characteristics associated with globalization include growth of global networking (e.g. internet, world wide e-communication, and transportation), global transfer and interflow in technological, economic, social, political, cultural, and learning areas, international alliances and competitions, international collaboration and exchange, global village, multi-cultural integration, and use of international standards and benchmarks. See also Makule (2008) and MoEC (2000).
Globalisation And Primary Education Development In Tanzania: Prospects And Challenges
3. Globalization in Education
In education discipline globalization can mean the same as the above meanings as is concern, but most specifically all the key words directed in education matters. Dimmock & Walker (2005) argue that in a globalizing and internalizing world, it is not only business and industry that are changing, education, too, is caught up in that new order. This situation provides each nation a new empirical challenge of how to respond to this new order. Since this responsibility is within a national and that there is inequality in terms of economic level and perhaps in cultural variations in the world, globalization seems to affect others positively and the vice versa (Bush 2005). In most of developing countries, these forces come as imposing forces from the outside and are implemented unquestionably because they do not have enough resource to ensure its implementation (Arnove 2003; Crossley & Watson, 2004).
There is misinterpretation that globalization has no much impact on education because the traditional ways of delivering education is still persisting within a national state. But, it has been observed that while globalization continues to restructure the world economy, there are also powerful ideological packages that reshape education system in different ways (Carnoy, 1999; Carnoy & Rhoten, 2002). While others seem to increase access, equity and quality in education, others affect the nature of educational management. Bush (2005) and Lauglo (1997) observe that decentralization of education is one of the global trends in the world which enable to reform educational leadership and management at different levels. They also argue that Decentralization forces help different level of educational management to have power of decision making related to the allocation of resources. Carnoy (1999) further portrays that the global ideologies and economic changes are increasingly intertwined in the international institutions that broadcast particular strategies for educational change. These include western governments, multilateral and bilateral development agencies and NGOs (Crossley & Watson 2004). Also these agencies are the ones which develop global policies and transfer them through funds, conferences and other means. Certainly, with these powerful forces education reforms and to be more specifically, the current reforms on school leadership to a large extent are influenced by globalization.
4. The School Leadership
In Tanzania the leadership and management of education systems and processes is increasingly seen as one area where improvement can and need to be made in order to ensure that education is delivered not only efficiently but also efficaciously. Although literatures for education leadership in Tanzania are inadequate, Komba in EdQual (2006) pointed out that research in various aspects of leadership and management of education, such as the structures and delivery stems of education; financing and alternative sources of support to education; preparation, nurturing and professional development of education leaders; the role of female educational leaders in improvement of educational quality; as will as the link between education and poverty eradication, are deemed necessary in approaching issues of educational quality in any sense and at any level. The nature of out of school factors that may render support to the quality of education e.g. traditional leadership institutions may also need to be looked into.
5. Impact of Globalization
As mentioned above, globalization is creating numerous opportunities for sharing knowledge, technology, social values, and behavioral norms and promoting developments at different levels including individuals, organizations, communities, and societies across different countries and cultures. Cheng (2000); Brown, (1999); Waters, (1995) pointed out the advantages of globalization as follows: Firstly it enable global sharing of knowledge, skills, and intellectual assets that are necessary to multiple developments at different levels. The second is the mutual support, supplement and benefit to produce synergy for various developments of countries, communities, and individuals. The third positive impact is creation of values and enhancing efficiency through the above global sharing and mutual support to serving local needs and growth. The fourth is the promotion of international understanding, collaboration, harmony and acceptance to cultural diversity across countries and regions. The fifth is facilitating multi-way communications and interactions, and encouraging multi-cultural contributions at different levels among countries.
The potential negative impacts of globalization are educationally concerned in various types of political, economic, and cultural colonization and overwhelming influences of advanced countries to developing countries and rapidly increasing gaps between rich areas and poor areas in different parts of the world. The first impact is increasing the technological gaps and digital divides between advanced countries and less developed countries that are hindering equal opportunities for fair global sharing. The second is creation of more legitimate opportunities for a few advanced countries to economically and politically colonize other countries globally. Thirdly is exploitation of local resources which destroy indigenous cultures of less advanced countries to benefit a few advanced countries. Fourthly is the increase of inequalities and conflicts between areas and cultures. And fifthly is the promotion of the dominant cultures and values of some advanced areas and accelerating cultural transplant from advanced areas to less developed areas.
The management and control of the impacts of globalization are related to some complicated macro and international issues that may be far beyond the scope of which I did not include in this paper. Cheng (2002) pointed out that in general, many people believe, education is one of key local factors that can be used to moderate some impacts of globalization from negative to positive and convert threats into opportunities for the development of individuals and local community in the inevitable process of globalization. How to maximize the positive effects but minimize the negative impacts of globalization is a major concern in current educational reform for national and local developments.
6. Globalization of Education and Multiple Theories
The thought of writing this paper was influenced by the multiple theories propounded by Yin Cheng, (2002). He proposed a typology of multiple theories that can be used to conceptualize and practice fostering local knowledge in globalization particularly through globalized education. These theories of fostering local knowledge is proposed to address this key concern, namely as the theory of tree, theory of crystal, theory of birdcage, theory of DNA, theory of fungus, and theory of amoeba. Their implications for design of curriculum and instruction and their expected educational outcomes in globalized education are correspondingly different.
The theory of tree assumes that the process of fostering local knowledge should have its roots in local values and traditions but absorb external useful and relevant resources from the global knowledge system to grow the whole local knowledge system inwards and outwards. The expected outcome in globalized education will be to develop a local person with international outlook, who will act locally and develop globally. The strength of this theory is that the local community can maintain and even further develop its traditional values and cultural identity as it grows and interacts with the input of external resources and energy in accumulating local knowledge for local developments.
The theory of crystal is the key of the fostering process to have "local seeds" to crystallize and accumulate the global knowledge along a given local expectation and demand. Therefore, fostering local knowledge is to accumulate global knowledge around some "local seeds" that may be to exist local demands and values to be fulfilled in these years. According to this theory, the design of curriculum and instruction is to identify the core local needs and values as the fundamental seeds to accumulate those relevant global knowledge and resources for education. The expected educational outcome is to develop a local person who remains a local person with some global knowledge and can act locally and think locally with increasing global techniques. With local seeds to crystallize the global knowledge, there will be no conflict between local needs and the external knowledge to be absorbed and accumulated in the development of local community and individuals.
The theory of birdcage is about how to avoid the overwhelming and dominating global influences on the nation or local community. This theory contends that the process of fostering local knowledge can be open for incoming global knowledge and resources but at the same time efforts should be made to limit or converge the local developments and related interactions with the outside world to a fixed framework. In globalized education, it is necessary to set up a framework with clear ideological boundaries and social norms for curriculum design such that all educational activities can have a clear local focus when benefiting from the exposure of wide global knowledge and inputs. The expected educational outcome is to develop a local person with bounded global outlook, who can act locally with filtered global knowledge. The theory can help to ensure local relevance in globalized education and avoid any loss of local identity and concerns during globalization or international exposure.
The theory of DNA represents numerous initiatives and reforms have made to remove dysfunctional local traditions and structures in country of periphery and replace them with new ideas borrowed from core countries. This theory emphasizes on identifying and transplanting the better key elements from the global knowledge to replace the existing weaker local components in the local developments. In globalizing education, the curriculum design should be very selective to both local and global knowledge with aims to choose the best elements from them. The expected educational outcome is to develop a person with locally and globally mixed elements, who can act and think with mixed local and global knowledge. The strength of this theory is its openness for any rational investigation and transplant of valid knowledge and elements without any local barrier or cultural burden. It can provide an efficient way to learn and improve the existing local practices and developments.
The theory of fungus reflects the mode of fostering local knowledge in globalization. This theory assumes that it is a faster and easier way to digest and absorb certain relevant types of global knowledge for nutrition of individual and local developments, than to create their own local knowledge from the beginning. From this theory, the curriculum and instruction should aim at enabling students to identify and learn what global knowledge is valuable and necessary to their own developments as well as significant to the local community. In globalizing education, the design of education activities should aim at digesting the complex global knowledge into appropriate forms that can feed the needs of individuals and their growth. The expected educational outcome is to develop a person equipped certain types of global knowledge, who can act and think dependently of relevant global knowledge and wisdom. Strengths of the theory is for some small countries, easily digest and absorb the useful elements of global knowledge than to produce their own local knowledge from the beginning. The roots for growth and development are based on the global knowledge instead of local culture or value.
The theory of amoeba is about the adaptation to the fasting changing global environment and the economic survival in serious international competitions. This theory considers that fostering local knowledge is only a process to fully use and accumulate global knowledge in the local context. Whether the accumulated knowledge is really local or the local values can be preserved is not a major concern. According to this theory, the curriculum design should include the full range of global perspectives and knowledge to totally globalize education in order to maximize the benefit from global knowledge and become more adaptive to changing environment. Therefore, to achieve broad international outlook and apply global knowledge locally and globally is crucial in education. And, cultural burdens and local values can be minimized in the design of curriculum and instruction in order to let students be totally open for global learning. The expected educational outcome is to develop a flexible and open person without any local identity, who can act and think globally and fluidly. The strengths of this theory are also its limitations particularly in some culturally fruit countries. There will be potential loss of local values and cultural identity in the country and the local community will potentially lose its direction and social solidarity during overwhelming globalization.
Each country or local community may have its unique social, economic and cultural contexts and therefore, its tendency to using one theory or a combination of theories from the typology in globalized education may be different from the other. To a great extent, it is difficult to say one is better than other even though the theories of tree, birdcage and crystal may be more preferred in some culturally rich countries. For those countries with less cultural assets or local values, the theories of amoeba and fungus may be an appropriate choice for development. However, this typology can provide a wide spectrum of alternatives for policy-makers and educators to conceptualize and formulate their strategies and practices in fostering local knowledge for the local developments. See more about the theories in Cheng (2002; 11-18)
7. Education Progress since Independence in Tanzania
During the first phase of Tanzania political governance (1961-1985) the Arusha Declaration, focusing on "Ujamaa" (African socialism) and self-reliance was the major philosophy. The nationalization of the production and provision of goods and services by the state and the dominance of ruling party in community mobilization and participation highlighted the "Ujamaa" ideology, which dominated most of the 1967-1985 eras. In early 1970s, the first phase government embarked on an enormous national campaign for universal access to primary education, of all children of school going age. It was resolved that the nation should have attained universal primary education by 1977. The ruling party by that time Tanganyika African National Union (TANU), under the leadership of the former and first president of Tanzania Mwalimu Julius K. Nyerere, directed the government to put in place mechanisms for ensuring that the directive, commonly known as the Musoma Resolution, was implemented. The argument behind that move was essentially that, as much as education was a right to each and every citizen, a government that is committed to the development of an egalitarian socialist society cannot segregate and discriminate her people in the provision of education, especially at the basic level.
7.1. The Presidential Commission on Education
In 1981, a Presidential Commission on education was appointed to review the existing system of education and propose necessary changes to be realized by the country towards the year 2000. The Commission submitted its report in March 1982 and the government has implemented most of its recommendation. The most significant ones related to this paper were the establishment of the Teachers' Service Commission (TSC), the Tanzania Professional Teachers Association, the introduction of new curriculum packages at primary, secondary and teacher education levels, the establishment of the Faculty of Education (FoE) at the University of Dar-es-Salaam, the introduction of pre-primary teacher education programme; and the expansion of secondary education.
7.2. Education during the Second Phase Government of Tanzania
The second phase government of Tanzania spanning from 1985 to 1995, was characterized by new liberal ideas such as free choice, market-oriented schooling and cost efficiency, reduced the government control of the UPE and other social services. The education sector lacked quality teachers as well as teaching/learning materials and infrastructure to address the expansion of the UPE. A vacuum was created while fragmented donor driven projects dominated primary education support. The introduced cost sharing in the provision of social services like education and health hit most the poorest of the poor. This decrease in government support in the provision of social services including education as well as cost-sharing policies were not taken well, given that most of the incomes were below the poverty line. In 1990, the government constituted a National Task Force on education to review the existing education system and recommend a suitable education system for the 21st century.
The report of this task force, the Tanzania Education System for the 21st Century, was submitted to the government in November 1992. Recommendations of the report have been taken into consideration in the formulation of the Tanzania Education and Training Policy (TETP). In spite of the very impressive expansionary education policies and reforms in the 1970s, the goal to achieve UPE, which was once targeted for achievement in 1980, is way out of reach. Similarly, the Jomtien objective to achieve Basic Education for all in 2000 is on the part of Tanzania unrealistic. The participation and access level have declined to the point that attainment of UPE is once again an issue in itself. Other developments and trends indicate a decline in the quantitative goals set rather than being closer to them (Cooksey and Reidmiller, 1997; Mbilinyi, 2000). At the same time serious doubt is being raised about school quality and relevance of education provided (Galabawa, Senkoro and Lwaitama, (eds), 2000).
7.3. Outcomes of UPE
According to Galabawa (2001), the UPE describing, analysis and discussing explored three measures in Tanzania: (1) the measure of access to first year of primary education namely, the apparent intake rate. This is based on the total number of new entrants in the first grade regardless of age. This number is in turn expressed as a percentage of the population at the official primary school entrance age and the net intake rate based on the number of new entrants in the first grade who are of the official primary school entrance age expressed as percentage of the population of corresponding age. (2) The measure of participation, namely, gross enrolment ratio representing the number of children enrolled in primary education, regardless of age, expressed as a percentage of the official primary school age population; while the net enrolment ratio corresponds to the number of children of the official primary school age enrolled in primary school expressed as a percentage of corresponding population. (3) The measure of internal efficiency of education system, which reflect the dynamics of different operational decision making events over the school cycle like dropouts, promotions and repetitions.
7.3.1. Access to Primary Education
The absolute numbers of new entrants to grade one of primary school cycles have grown steadily since 1970s. The number of new entrants increased from around 400,000 in 1975 to 617,000 in 1990 and to 851,743 in 2000, a rise of 212.9 percent in relative terms. The apparent (gross) intake rate was high at around 80% in the 1970s dropping to 70% in 1975 and rise up to 77% in 2000. This level reflects the shortcomings in primary education provision. Tanzania is marked by wide variations in both apparent and net intake rates-between urban and rural districts with former performing higher. Low intake rates in rural areas reflect the fact that many children do not enter schools at the official age of seven years.
7.3.2. Participation in Primary Education
The regression in the gross and net primary school enrolment ratios; the exceptionally low intake at secondary and vocational levels; and, the general low internal efficiency of the education sector have combined to create a UPE crisis in Tanzania's education system (Education Status Report, 2001). There were 3,161,079 primary pupils in Tanzania in 1985 and, in the subsequent decade primary enrolment rose dramatically by 30% to 4,112,167 in 1999. These absolute increases were not translated into gross/net enrolment rates, which actually experienced a decline threatening the sustainability of quantitative gains. The gross enrolment rate, which was 35.1% in late 1960's and early 1970s', grew appreciably to 98.0% in 1980 when the net enrolment rate was 68%. (ibid)
7.3.3. Internal Efficiency in Primary Education
The input/output ratio shows that it takes an average of 9.4 years (instead of planned 7 years) for a pupil to complete primary education. The extra years are due to starting late, drop-outs, repetition and high failure rate which is pronounced at standard four where a competency/mastery examination is administered (ESDP, 1999, p.84). The drive towards UPE has been hampered by high wastage rates.
7.4. Education during the Third Phase Government of Tanzania
The third phase government spanning the period from 1995 to date, intends to address both income and non-income poverty so as to generate capacity for provision and consumption of better social services. In order to address these income and non-income poverty the government formed the Tanzania Vision 2025. Vision 2025 targets at high quality livelihood for all Tanzanians through the realization of UPE, the eradication of illiteracy and the attainment of a level of tertiary education and training commensurate with a critical mass of high quality human resources required to effectively respond to the developmental challenges at all level. In order to revitalize the whole education system the government established the Education Sector Development Programme (ESDP) in this period. Within the ESDP, there two education development plans already in implementation, namely: (a) The Primary Education Development Plan (PEDP); and (b) The Secondary Education Development Plan (SEDP).
8. Prospects and Challenges of Primary of Education Sector
Since independence, The government has recognised the central role of education in achieving the overall development goal of improving the quality of life of Tanzanians through economic growth and poverty reduction. Several policies and structural reforms have been initiated by the Government to improve the quality of education at all levels. These include: Education for Self-Reliance, 1967; Musoma Resolution, 1974; Universal Primary Education (UPE), 1977; Education and Training Policy (ETP), 1995; National Science and Technology Policy, 1995; Technical Education and Training Policy, 1996; Education Sector Development Programme, 1996 and National Higher Education Policy, 1999. The ESDP of 1996 represented for the first time a Sector-Wide Approach to education development to redress the problem of fragmented interventions. It called for pooling together of resources (human, financial and materials) through the involvement of all key stakeholders in education planning, implementation, monitoring and evaluation (URT, 1998 quoted in MoEC 2005b). The Local Government Reform Programme (LGRP) provided the institutional framework.
Challenges include the considerable shortage of classrooms, a shortage of well qualified and expert teachers competent to lead their learners through the new competency based curriculum and learning styles, and the absence of an assessment and examination regime able to reinforce the new approaches and reward students for their ability to demonstrate what they know understand and can do. At secondary level there is a need to expand facilities necessary as a result of increased transition rates. A major challenge is the funding gap, but the government is calling on its development partners to honour the commitments made at Dakar, Abuja, etc, to respond positively to its draft Ten Year Plan. A number of systemic changes are at a critical stage, including decentralisation, public service reform, strengthening of financial management and mainstreaming of ongoing project and programmes. The various measures and interventions introduced over the last few years have been uncoordinated and unsynchronised. Commitment to a sector wide approach needs to be accompanied by careful attention to secure coherence and synergy across sub-sectoral elements. (Woods, 2007).
9. Education and School Leadership in Tanzania and the Impacts
Education and leadership in primary education sector in Tanzania has passed through various periods as explained in the stages above. The school leadership major reformation was maintained and more decentralized in the implementation of the PEDP from the year 2000 to date. This paper is also more concerned with the implementation of globalization driven policies that influence the subjectivity of education changes. It is changing to receive what Tjeldvoll et al. (2004:1; quoted in Makule, 2008) considers as "the new managerial responsibilities". These responsibilities are focused to increase accountability, equity and quality in education which are global agenda, because it is through these, the global demands in education will be achieved. In that case school leadership in Tanzania has changed. The change observed is due to the implementation of decentralization of both power and fund to the low levels such as schools. School leadership now has more autonomy over the resources allocated to school than it was before decentralization. It also involves community in all the issues concerning the school improvement.
10. Prospects and Challenges of School Leadership
10.1. Prospects
The decentralization of both power and funds from the central level to the low level of education such as school and community brought about various opportunities. Openness, community participation and improved efficiency mentioned as among the opportunities obtained with the current changes on school leadership. There is improved accountability, capacity building and educational access to the current changes on school leadership. This is viewed in strong communication network established in most of the schools in the country. Makule (2008) in her study found out that the network was effective where every head teacher has to send to the district various school reports such as monthly report, three month report, half a year report, nine month report and one year report. In each report there is a special form in which a head teacher has to feel information about school. The form therefore, give account of activities that takes place at school such as information about the uses of the funds and the information about attendance both teacher and students, school buildings, school assets, meetings, academic report, and school achievement and problems encountered. The effect of globalization forces on school leadership in Tanzania has in turn forced the government to provide training and workshop for school leadership (MoEC, 2005b). The availability of school leadership training, whether through workshop or training course, considered to be among the opportunities available for school leadership in Tanzania
10.2. Challenges
Like all countries, Tanzania is bracing itself for a new century in every respect. The dawn of the new millennium brings in new changes and challenges of all sectors. The Education and Training sector has not been spared for these challenges. This is, particularly important in recognition of adverse/implications of globalisation for developing states including Tanzania. For example, in the case of Tanzania, globalisation entails the risks of increased dependence and marginalisation and thus human resource development needs to play a central role to redress the situation. Specifically, the challenges include the globalisation challenges, access and equity, inclusive or special needs education, institutional capacity building and the HIV/aids challenge.
11. Conclusion
There are five types of local knowledge and wisdom to be pursued in globalized education, including the economic and technical knowledge, human and social knowledge, political knowledge, cultural knowledge, and educational knowledge for the developments of individuals, school institutions, communities, and the society. Although globalisation is linked to a number of technological and other changes which have helped to link the world more closely, there are also ideological elements which have strongly influenced its development. A "free market" dogma has emerged which exaggerates both the wisdom and role of markets, and of the actors in those markets, in the organisation of human society. Fashioning a strategy for responsible globalisation requires an analysis which separates that which is dogma from that which is inevitable. Otherwise, globalisation is an all too convenient excuse and explanation for anti-social policies and actions including education which undermine progress and break down community. Globalisation as we know it has profound social and political implications. It can bring the threat of exclusion for a large portion of the world's population, severe problems of unemployment, and growing wage and income disparities. It makes it more and more difficult to deal with economic policy or corporate behaviour on a purely national basis. It also has brought a certain loss of control by democratic institutions of development and economic policy.
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Sunday, February 3, 2013
10 Ways to Improve Logical Critical Thinking and Reasoning
If you've ever wondered how to make your brain work harder for you, and how to improve logical critical thinking and reasoning, then this is for you.
Science writer, Rhodes scholar and two-time author Jonah Lehrer has come up with some unexpected ways you can help your brain stay fit and sharp. As an organ like any other in our body, it makes sense that exercise might be helpful.
There are, according to Lehrer, ten principles of better thinking you can apply to your own life to improve your own mind.
10 Ways to Improve Logical Critical Thinking and Reasoning
1. Tap your emotions - don't avoid what they tell you, but listen and act accordingly where possible. These feelings are coming from someplace, brought on by facts outside of your conscious awareness.
2. Trust your instincts - once you've developed a skill, the time invested has given you reliable instincts, so instincts to can often be trusted.
3. Consider alternatives - the brain naturally filters the world to confirm what it believes, stop and consider just the opposite.
4. Know what you like - don't be fooled by price tags or popularity, decide for yourself what's for you, and what isn't.
5. Take long showers - research shows that insight always arrives at the precise moment you're not attending to the problem, most likely because our minds tune in better when free of stress.
6. Suspect your memory - the act of recalling an event changes the structure of the event, so the more you think about it, the less accurate your recollection can become.
7. Don't overdo - the prefrontal cortex, responsible for willpower and thinking is easily depleted according to studies. You can do lots of things, just not all at the very same time. So, multitasking is not effective.
8. Learn from mistakes - successful people pay attention to their fumbles, as well as constantly looking for what they could improve upon - vital to learning.
9. Daydream - this is an incredibly important tool for creativity, causing a rush of action in an area known as the default network that allows the mind to make new associations. Daydreaming actually puts your brain into overdrive.
10. Think about thinking - introspection may well be the key to good judgment, at least the equal of intelligence and experience.
A unique list to be sure, but worthwhile to consider.
Lehrer has a keen interest in the brain and the neuroscience of thinking and decision making. He thinks of the brain much like a Swiss Army knife with all kinds of tools for different things. The thing you have to do is be sure you're using the right tool at the right time.
Beyond mental exercise there are other things you can do to keep your brain healthy.
Eating a diet rich in antioxidant-loaded foods like almonds, leafy greens and blueberries is a smart choice.
Vitamin D has also been shown on multiple occasions to help with memory and information processing, so be sure you're getting as much as you can. If you don't take in enough omega-3 fatty acids from fish (that's two servings per week), ask your primary care physician about a supplement as1,000-milligram fish oil supplements might be an option for you.
Moderate caffeine intake has also recently been shown to be helpful.
As our population ages, more focus has turned to ways to keep the brain sharp as the years pass.
Doing things that use both the left and right sides of the brain has been shown to build brainpower. Challenge yourself - just ten minutes of mental activity a day might be enough to reduce your risks of mental decline.
Puzzles, reading or anything you like to do are good ways to keep the brain sharp, and will also potentially improve your logical critical thinking and reasoning abilities.
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Tuesday, January 29, 2013
What's The New GM DEXOS Motor Oil All About?
Modern engines are becoming ever harder on the oil that lubricates them. As engines and oil sumps have gotten smaller reducing the volume of oil the engine holds, performance enhancing additions like turbo changing have become common.
Throw in government mandates for constantly improving fuel economy and pollution control, and you have constantly increasing demands placed on motor oil.
Between advancing new technologies, and ever increasing performance mandates, the oil formulation industry has been continuously changing... As it must!
What's The New GM DEXOS Motor Oil All About?
API (American Petroleum Institute) has represented the interests of all the oil manufactures and first created oil classification groups in 1947.
Since the "S" and "C" categories were introduced about 1970, API has worked closely with both ASTM (American Society for Testing and Materials) and SAE (Society of Automotive engineers) to stay on top of development of engine oils that meet the needs of changing performance demands.
In 1987 though, the AAM (Alliance of Automobile Manufacturers) told the API they were not happy with the way API went about approving new motor oils. AAM created a new committee called ILSAC (International Lubricants standardization and Approval Committee)
ILSAC is made up of nine OEM's from both North America and Europe and the latest ILSAC standard is called GF-5, an improvement of the former GF-4 mainly aimed at improving motor oil fuel economy benefits and oil robustness and protecting complicated new emissions systems.
As of this writing the API's most recent categories are "SN" and "SN resource conserving" which apply to gasoline powered passenger cars and light trucks.
API "SN" introduced October 1st, 2010 matches ILSAC GF-5 fairly closely.
In 2010 though General Motors introduced its own motor oil specification through the Dexos 1 oil licensing program and consumers driving model year 2011 and newer GM vehicles will have to use a motor oil recommended for Dexos 1 applications.
Dexos 1 has performance features that exceed those requirements of API SN/ ILSAC GF-5 in some areas and are less strict in others.
Dexos 1 requires performance to be enhanced over what API SN/ ILSAC GF-5 requires in the following areas; engine sludge protection, volatility, piston cleanliness, turbo charger protection, resistance to oxidative thickening, wear protection, seal compatibility, and corrosion protection.
Dexos 1 requirements for emissions systems durability, fuel economy and E-85 emulsion retention (use with gasoline containing alcohol) are somewhat less than what API SN/ ILSAC GF-5 require.
The Dexos 1 licensing program requires motor oil manufactures to pay a licensing fee to General Motors to use the Dexos1 approved logo; essentially making the sale and use of Dexos 1 motor oils a profit center for GM and increasing the cost of the oil.
Early on the concept GM had for the Dexos 1 licensing program required motor oil manufactures and end-sellers alike to pay a per-quart fee to GM for every bottle of GM Dexos approved oil sold.
In actual implementation though I believe this has changed to a flat fee per year for manufacturers and end-sellers. Since I'm not privy to GM's decisions and because the Dexos 1 licensing program is still evolving and has changed more than once since its inception only GM and the manufacturers/ end-sellers who have entered the program know the actual fee's that add to the retail price of Dexos 1 motor oil.
While a quite a few motor oil manufactures have started making oil that meets the Dexos 1 specification, at the time of this writing any number of motor oil manufacturers including Valvoline and Amsoil have balked at paying this fee saying it does nothing for the consumer but drive up the cost of the oil and are refusing to join GM's program.
The reality for the consumer is that as long as the motor oil you choose says that it is formulated for the Dexos 1 spec you are covered even if the manufacturer has not purchased the right to use the Dexos 1 approved symbol (paid GM's licensing fee)
Dan Peterson, Amsoil Inc Vice President of Technical Development stated in a recent interview that while each of the specifications outperforms the other in some certain areas that Amsoil has formulated its full synthetic motor oils to exceed the requirements of API SN, ILSAC GF-5 and GM Dexos 1 in all areas.
Currently Amsoil OE and XL, 5W/30 full synthetic motor oils meet and exceed Dexos 1 requirements and Amsoil plans other such products for 2011.
Amsoil Inc. introduced the first full synthetic motor oil to meet American Petroleum Institute requirements in 1972. Today Amsoil is considered the world leader in synthetic motor oils and lubricants.
By Larry Crider
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Larry Crider is a certified lubrication specialist and a 20+ year veteran distributor for Amsoil inc., makers of high quality synthetic lubricants for nearly any application.
To contact Larry or to get a free Amsoil products catalog by mail go to http://www.sowoil.com and "click the pig"
If you would like Amsoil product information fast by e-mail please go to http://www.sowoil.com/e107_plugins/contactform_menu/contactform.php?contact
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Friday, January 25, 2013
Consequences of Unethical Behavior
THE HAPPIEST PEOPLE IN BUSINESS
The happiest people I know, LOVE what they do. Not that their work is their life-- although it's a significant, meaningful, and rewarding component. Moreover, and perhaps even more importantly, they are PROUD of what they do. They may not have an easy work schedule, or even make a lot of money, but they're fundamentally satisfied. Their profession, occupation, business, etc, is fulfilling and contributes to society.
Perhaps you've never been involved in a job that has an element of deception, or unfair treatment of stakeholders or is, on some level, dishonest. Congratulations. However, many jobs, perhaps even a significantly increasing number, have some unsavory, unethical, or downright dishonest, component. Many employees and businesspeople rationalize their behavior. They say: "that's business," or "gotta make a living..." or "everybody's doing it."
Consequences of Unethical Behavior
I've heard people comment: "Yes, I know the company's unethical, but I just try to do the best job I can, in my area of responsibility." My response is: "Even if you're the best messenger for the Mafia, you're still a part of organized crime!"
CONSEQUENCES
Working for an unethical, deceptive, unfair, or dishonest employer, or in a capacity that requires you to make unethical or compromised decisions may take it's toll on your physical, mental, and/or emotional health. As we know, there are consequences for our actions. In business you may not do something against the law, and you will probably not go to jail. However, escaping consequences on a technical or legal basis does not mean you're "home free." So if you feel uneasy, "dirty," or less than "proud," about your workplace activities, your employer's expectations, values, ethics, or behavior, you are in danger of personal health problems. Few people can act contrary to their values, or be a part of an organization that expects, encourages, or facilitates such actions, with impunity. They will suffer consequences, and perhaps not "connect the dots," to fully understand the origin of their unhappiness or illness.
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Ben A. Carlsen, Ed.D, MBA, is an experienced leader and educator with over 30 years experience in management, consulting, and teaching. Dr. Carlsen is a management consultant, and business writer in the Miami, Florida area.
Carlsen was Chairman of the Los Angeles County Productivity Managers Network, Chair of the Marketing Managers Association, and President of the Association for Systems Management (So. California Chapter). For more info visit: http://drben.info
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Tuesday, January 22, 2013
Writing An Academic Paper - 12 Easy Steps To Success
Writing an academic paper remains a difficult, trying, and intimidating task for many students. This is unfortunate because much of the course subjects a student will take while in a university requires paper writing as an academic exercise. In the same manner, expressing one's self well in writing is frequently a critical ability in the professional community. Although eloquence and knowledge in composition are prized skills in any industry, writing an academic paper demands even more expertise. With academic writing, one need not only develop the ability to express one's self in words, but also the ability to conduct research from a continuously widening range of sources in order to select and decide which among the relevant morsels of data are actually the most relevant. The writer must be able to properly provide his/her own observations, discussions, and conclusions. Nonetheless, academic writing does not simply constitute the expression of a person's own opinions alone, but more importantly, it likewise calls for the expression of facts already established by others juxtaposed with one's logical opinions and conclusions based on the research.
Why does writing an academic paper fill many students with dread? My observation following my exposure to the most common (and even the most uncommon) problems in the course of my work where I review thousands of papers is quite simple. The fear stems from not knowing much about the technical aspects of writing a paper. There are no clear-cut rules or, in a manner of speaking, no black and white method to guide scholars on how to compose an effective academic paper.
There are multitudes of references on formatting bibliographic entries, using search engines, creating outlines, and using word processors, among other things. However, in most likelihood, one cannot find a correct, concise, and simple description of the modern method of research, which includes building a paper from scratch and into its varied stages of composition, and scaling efforts to the needs of the assignment. I have searched and have not found any material focused on this subject, presenting me with the realization that such literature is greatly needed by aspiring (and even seasoned) academicians. With this article I have written, I aim to address this deficiency by presenting you a supplemental tool to writing academic papers, arranged in easy and numbered steps, beginning with Step 1 and continuing through to Step 12.
Writing An Academic Paper - 12 Easy Steps To Success
STEP 1. Begin early.
If you are currently busy and thinking there will be more time later, you might do better to think again. The future may only seem in order because it is yet to arrive. When it does, it will be as chaotic as the current situation is. So how do you end up being late? It all happens a day at a time. It is impossible to know when you will have a clear chunk of time later, so proceed to the next step as soon as a paper is assigned. Not doing so immediately lands authors, and yourself, on the road to being late-and it all happens a little as each day passes.
STEP 2. Create a budget of pages.
Let us assume that the assignment is a descriptive essay or, alternatively, a common "compare/contrast" paper. For matters of example, let us take the latter:
Compare and contrast the roles played by Freedom Park and Liberation Field in immigrants' lives in America in the 1800s.(Please note that Freedom Park and Liberation Field are fictitious places and are only used as examples in our white paper.)
Let us say that the paper is intended to be around 2500 words (about six pages) in length when it has a margin of 1" all around and single-spaced. Let us further suppose that the paper will not have a cover page. We also have to remember that the bibliography is never included in the page count.
The page budget for the paper also serves as the outline of your paper. You would have to decide what the elements of the paper would be, and the allocation of the necessary number of words/pages for each element. In the sample assignment, the logical page budget is established as follows:
1/2 page Opening statement. What is the paper all about? What are the subjects that will be presented? What are the paper's objectives?
One page Facts about Freedom Park. Where is it located? When was it built? Who uses it? Are there noteworthy events that it has hosted?
One page Facts about Liberation Field. Where is it located? When was it built? Who uses it? Are there noteworthy events that it has hosted?
One page Immigration to New York, in general. What immigrant groups arrived during the time period specified? Are there interesting and relevant facts that may be cited for each group?
Two pages The meat of the paper; addressing the topic. What are the similarities and/or differences between the immigrant groups concerned, their respective involvement in their field/park, and the reason for their involvement?
1/2 page Summary and conclusion. How was the topic explored? What was determined / proven?
Page outlines provide authors with an overview of the appropriate coverage of each element of the paper. Without this outline, it is very easy to write excessively about issues you are already greatly familiar with, and much easier to write too little of issues you are not very familiar with. Moreover, you may not be able to address all issues involved. With a page outline, you can focus on addressing all issues within the corresponding amount of space coverage. More often than not, we find that with page outlines, we tend to edit down (lessen page coverage) than drag word count up with redundancies and/or generalizations. This is always a far much better position to have as an author.
Some professors specify page limits, while others do not. Thus, it is of extreme importance that you be able to plan your paper properly with the aid of a page outline. Writing is not about simply setting down on ink what comes to your mind, and then extending the words/phrases to meet page length limits. More than anything, it involves careful development of the proposed research statement or position on any given issue.
STEP 3. Gather resource materials.
Begin the paper with the assigned text if such is supplied. Academic textbooks usually contain bibliographies and/or footnote citations in reference to other books/articles. Hard copy publications remain excellent sources as the first set of resource materials to look for. When there is no assigned textbook relating to the assignment, you can begin with a search in an online library and with a subject search. The bibliographies and citations in this first batch of sources, if researched correctly, guarantee that much of the task will already be accomplished.
Next, build a list of the resources the first source of references point to. If the research task is small (less than 25 pages output, less than 15 sources), then a handwritten/typewritten breakdown is normally sufficient. However, if the research effort is greater (not too many undergraduate papers are, or will ever be), putting together the list in a spreadsheet and/or a Word document should be considered. Larger lists need search capabilities of the journal sources/references for better tracking of the subjects in each journal against subjects that cannot be found.
After locating the references/resources, prepare them for mark-up (always remember to do this only to photocopied/printed out copies and not to the original documents):
o For journals, always remember to photocopy journal covers and content tables because these pages usually contain the citation information for the articles that will be used.
o For Internet sources, print out the article/source and ensure that the URL (Web address of the source) is printed.
o Treat journal sources as you would your book sources.
Always remember that sources with their own bibliographies are the best references. As such, journals remain the most credible academic sources as opposed to ordinary publications like magazines. Unless your source is an acknowledged staple (or unless the paper's subject is historical) in your field of study, try to find the most recent references as they more often prove to be more credible than earlier literature; this is especially true in the areas of science/technology.
STEP 4. Make a first reading of gathered resource materials.
A first reading is a quick browse through your references. You would need a general concept of the subject matter at hand to help form your own ideas regarding the topic. Mark the references that appear important and/or related to the concepts and/or facts of the task. Do not hope to gain in-depth knowledge at this time, but try to form a specific judgment regarding the references.
First readings should be conducted even while the resources are still being gathered. This saves much time. Always have some journals available for a quick read at any given time; this may be between classes, while in a bus, on a train ride, during lunch, and practically anywhere else. Always remember where you left off reading so no time is wasted when the material is picked up again.
At this stage of research writing, you will find seemingly essential materials/information that may prove worthless in the end. Cull liberally. It is best to differentiate the mash from the real grain at this point. Once the first read is done, ensure that the selected references are properly marked within one's source sheet.
STEP 5. Draft a research statement.
After the first read, one should be ready to draft a research statement, which will be the core of the research paper. It is a simple statement with specific points that will form the coverage of the paper. Ideally, it is a paragraph composed of three to four sentences. Using our sample, the suggested research statement reads as follows:
The Irish were among the first big immigrant groups to land in New York. Through the years, these groups also came: the Swedes, the Germans, the Italians, the eastern Europeans, the Chinese, the Greeks, the Koreans, and more. The first generation of settlers often brought with them games that they played in their places of origin, but their second generations chose to adopt "American" sports, particularly baseball. Immigrant groups with access to venues such as Freedom Park and Liberation Field are most likely to develop skills needed to become sports professionals.
STEP 6. Read the selected references a second time around.
After having formed the research statement, one should read each of the selected sources a second time and in a more in-depth fashion, specifically searching for quotable passages that can support the research statement. Ensure that each potential quotable passage is marked for convenient reference, and that each of the reference sources is properly marked once the second reading is done for them.
STEP 7. Create the "backbone" of the document with a word processor.
First, set up the margins to 1" on all sides (or to what is specified by the professor/publisher). Next, create a header including page numbers, and footers with file name and path. Form a first page with name and title lines, and insert a page break to create a second page. Finally, label the second page as the "Bibliography." Note that there are no entries to be typed into the Bibliography at this stage, but citations will be added as quotes/references are typed in while the paper is written. Therefore, the paper now has pages: a start page with paper title, plus a blank Bibliography page.
Two points to keep in mind:
The bibliography documents whole books/articles.
Notes (these may be footnotes at the bottom of each page, or endnotes at the end of the research) link quoted phrases/sentences/concepts in the paper to a specific page in the bibliography.
Footnotes may be made in an MS Word document from the menu bar: Insert > Reference > Footnote
STEP 8. Type in the marked quotations, ensuring each has a comment regarding its relation to the research statement.
At this point in the paper, only typing is required. Transfer/type in all quotes that have been marked in the sources into the Bibliography page. Ensure that each entry is indented half an inch from the margin, and the entries are listed in alphabetical order. As each entry is typed in, form the citation footnote for the entry. These footnotes should be page specific to the reference being cited. Using this method, a credible citation list is created with minimized ambiguity, addressing imprecise citations that may be suspect.
As this step is largely mechanical, it may be started, paused, and re-initiated. With this stage, two significant aspects of the paper are remembered: the bulk of the paper is built with academically sound content and it completes the bibliography as well.
Once this step is completed, roughly 80% of the paper is also completed, given that proper care and attention have been placed in selecting the passages that are typed in.
STEP 9. Develop the thoughts of the content, ensuring each is supported by quotes.
Insert several blanks at the beginning of the paper before the first quote that will be used, and begin the draft of the paper's content. Note that this starting point will ultimately fall into the middle part of the paper, but writing begins here because it is the most significant content of the paper.
Next, introduce another point, and then cut and paste quotations from the list completed in Step 8. Explore (by adding supporting sentences), support (by citing/quoting the author/s of the reference), or simply elaborate on the idea. Following this, cite two or more powerful quotations from the completed list in Step 8, citing different sources, and finally restating and summing up the idea with one's original thoughts on the matter.
This pattern of writing should be followed until all the concepts of the core statement are addressed.
A nearly finished paper will emerge from this step.
STEP 10. Write the Introduction and Conclusion of the research paper.
In the example used, the Introduction would discuss details about Freedom Park and Liberation Field. This section does not form the heart of the paper, but ensure that quotes are still used to anchor the content to facts from the resources.
Make the conclusion concise and succinct. Re-state the major concepts explored by the paper, highlighting what has been "proven" using quotes and facts derived from the paper's main body (constructed in Step 8). Avoid redundancy in terms of word use and sentence structure, a common mistake committed by less experienced authors worried about word count. Trust that a careful execution of Step 8 guarantees that word count limits are met for the paper.
STEP 11. Write the Abstract of the research paper.
It may seem strange that writing the Abstract of the paper is reserved toward the final stages of drafting a paper, but this is the best time to introduce what is going to be discussed in the paper - after the actual paper has already been actually written.
At this step, there is clarity in purpose to present what has already been presented (once due consideration has been given to the content that has been drafted).
STEP 12. Have the paper go through a final English review by a professional editor.
This step presents the final opportunity to find any spelling, grammar, or comprehension lapses in the paper that has just been drafted.
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Kenneth Joe Galloway is the Regional Director of Knowledge/Growth Support, a leading English language solutions provider that offers superior round-the clock services and support to academics, professionals, and businesses, at the most reasonable costs. For more information about Knowledge/Growth Support and a link to more useful articles, go to http://www.kgsupport.com
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