|
 |
|
|
JohnathanRSwindler
Here's an outline of what you might expect from such an essay:
Title and Introduction:
The essay would start with a clear and concise title that reflects the topic or question being addressed.
The introduction would provide background information on the topic, define key terms, and outline the main argument or thesis statement.
Argument Development:
The body of the essay would consist of several paragraphs that develop the main argument or thesis statement.
Each paragraph would focus on a specific aspect of the argument, presenting evidence, examples, and logical reasoning to support the thesis.
Expert Writers:
EssayPay https://essaypay.com/write-my-assignment/ has a team of experienced and qualified writers with expertise in different fields. These writers are adept at handling various types of assignments and ensuring high-quality work.
Critical Analysis:
The essay would include critical analysis of relevant philosophical theories, concepts, or texts related to the topic.
This analysis would demonstrate the student's understanding of key philosophical ideas and their ability to engage critically with them.
Evaluation of Arguments:
The essay would evaluate different arguments and perspectives on the topic, considering their strengths, weaknesses, and implications.
This evaluation would demonstrate the student's ability to think critically and constructively about philosophical issues.
Conclusion:
The conclusion would summarize the main points of the essay and restate the thesis in light of the arguments presented.
It may also offer insights, implications, or avenues for further research on the topic.
References and Citations:
The essay would include proper referencing and citations following a recognized citation style (e.g., APA, MLA, Harvard).
Sources cited would include relevant philosophical texts, academic articles, and other scholarly resources used to support the argument.
Clarity and Coherence:
The essay would be written in clear, concise, and coherent prose, with well-structured paragraphs and logical transitions between ideas.
"Write my assignment" is a request commonly made by students seeking assistance with completing their academic assignments. It encompasses a range of tasks, including essays, research papers, reports, presentations, and more. Students may seek help with their assignments for various reasons. For some, time constraints due to busy schedules or overlapping deadlines make it difficult to dedicate sufficient time and effort to every assignment. Others may struggle with understanding complex topics or navigating academic requirements, leading to uncertainty about how to approach the assignment effectively.
Additionally, students may seek assistance to ensure the quality and accuracy of their work, especially when faced with high-stakes assignments or unfamiliar subject matter. In response to this request, students may turn to various sources for assistance, including professional writing services, academic tutors, or peer mentors. These services can provide guidance, support, and expertise to help students complete their assignments successfully.
When requesting assistance with writing an assignment, students should clearly communicate their requirements, provide any relevant materials or instructions, and ensure that the service they choose adheres to academic integrity standards. By seeking help with their assignments, students can alleviate stress, improve their understanding of course material, and achieve academic success.
87 weeks ago
|
|
|
|
gigiciv464
Peculiarities of educational and cognitive activity of students in physics teaching
A bad teacher tells the truth, a good teacher teaches you to find it.
We know that the process of learning is the intrinsic process of self-discovery by the student of the knowledge already known in science. When they say," wrote psychologist S.L. Rubinstein, "that a person as an individual does not open up, but only acquires knowledge already acquired by humanity..., then, in fact, this means only that she does not open them to the public, but must nevertheless open or even "overopen" them individually for herself https://writemyessaysos.com/ . The human being is fully in possession of only that which he himself obtains through his own work. In this understanding, the scientist discovers something subjectively new, that is, that which is not known to him, but is already recognized by science, known to other people. Science requires complete "expression of knowledge" or compact "creation" of those mental and practical operations and actions that have been performed in the process of scientific investigation (knowledge) of phenomena or objects. This process has three interrelated stages (stages).
- The first stage is the perception, comprehension and evaluation of the material being studied, or assimilation of theoretical knowledge.
- The second stage develops skills and abilities to apply knowledge in practice, which requires special training exercises.
- At the third stage the repetition, deepening and consolidation of knowledge, improvement of practical skills and abilities are carried out. So, in order to master the new material, students need to perform a full cycle of educational and cognitive activities: Taking in the new material, its primary and subsequent understanding, learning, practical application of theory, repetition in order to deepen and master knowledge, skills and abilities.
Let's look in detail at each of these stages.
1. Theoretical knowledge acquisition. Knowledge acquisition refers to educational and cognitive activities of students, aimed at a clear and strong mastery of knowledge, ways to perform educational activities. The process of acquiring knowledge begins with the perception of the material that is being studied. The essence of this activity lies in the fact that the students through the sensory organs (hearing, sight, touch and smell) perceive external properties, features and features of objects and phenomena that are studied. For example, with the help of visual perception one can look at a picture, sculpture, exhibition, outdoor nature, etc., with the help of auditory perception one can feel a story, vocal or instrumental concert, etc., and with the help of tactile perception one can feel the main parts of the object, its features, etc.
Perception is the reflection in the mind of external properties, attributes and signs of objects and phenomena that directly affect the sense organs. The result of perception is the formation of perceptions as a lower form of knowledge: people keep in their minds only external images (signs, features) of the perceived objects and phenomena, but their essence is not disclosed. Here are some examples. Students study electric current, they know well what it is used for, how to use it, but they have only superficial knowledge about the current. When studying thermal phenomena, the students understand well what they are talking about, but do not understand where and why the exchanges take place.
The given examples show that only external properties (images of objects) are formed in ideas. However, both in scientific cognition and in teaching, it is necessary to reveal the essence of objects and phenomena. It is possible to penetrate into the essence only with the help of thinking and reasoning.
Reasoning is the highest level of comprehension. In general, understanding is the kind of intellectual activity during which people discover the essence of objects and phenomena that are being recognized (studied) and form scientific concepts. The thinking process consists of the following thought operations (actions):
A) analysis of perceived, recorded in the ideas of external properties and features of objects and phenomena to be studied;
B) logical grouping of signs and features of objects and phenomena to be studied, and distinguishing among them the most present, the most common;
C) mentally grasping the essence (causes and consequences) of subjects and phenomena to be studied, forming theoretical understandings, generalizations, rules, etc;
D) checking the validity and reliability of the theoretical conclusions made.
Knowledge of particular disciplines is not always taken into account in the same way. For example, in biology, physics, and chemistry lessons, it is important for students to discover cause-and-effect links between subjects and real-world phenomena. For example, when studying water vaporization by leaves (botany), students identify the causes and consequences of this phenomenon. Roselyna absorbs mineral salts from the soil, which are necessary for its growth. So, water is needed to transfer living reagents to various organs and to create organic substances. Seagrass water is vaporized by the leaves of plants in the air. Thus, students understand that the reason for water absorption by a plant is its need for living resources; the result: growth, development of the plant, and evaporation of seawater.
The concept is a form of scientific knowledge (thought) that reveals the essence of the known objects and phenomena, which is expressed in the form of laws, rules, conclusions and other theoretical generalizations.
Psychologists distinguish two types of understanding - primary and subsequent. Of course, if the new material is easy and does not have complicated understanding, one primary perception and understanding is enough to understand it well. However, in most cases, especially in mathematics, physics, chemistry, the material to be learned is quite complex, so the primary understanding and comprehension can achieve only a rough, imprecise understanding. Therefore, while studying this kind of material, students must make further, deeper understanding of it.
Think of lessons where the teacher explains new, difficult material and immediately moves on to describe the students. In such cases, most students are not able to answer the questions posed on this material. And understandably so: they have only taken a primary understanding and comprehension - at the level of not very clear ideas and a verbal understanding. In order to achieve broad comprehension, the teacher needs to explain new material in different forms, two times, to provide primary and secondary, Ò‘runner comprehension.
The mastery of new material does not lead only to its understanding and formation of scientific understandings. It happens so that the student understands everything perfectly, if another person answers the question on a new topic, but he or she cannot convey the meaning of the topic. This means that the material learned should not only be understood but also stored in the memory, the ability to correctly and logically organize it.
The above statements show that memorization cannot be reduced to mechanical rote memorization. It is based on the understanding of educational material and contributes to the intellectual development of students. Instruction is often carried out by repetition - reenactment of the learned material. At the same time, it can be passive, when the student perceives what he or she perceived earlier; or active, when the student independently does what he or she knows: recounts in voice or about himself or herself, gives tentative answers to textbook questions, puts together a reading plan, talking points, and so on. In terms of time allocated to learning, the study is divided into concentrated learning, which is carried out at one time, and discontinuous learning, when the learning material is acquired in several stages and is divided in time. In concentrated learning, knowledge is transferred to the operative, short-term memory and is quickly forgotten. Disconnected memorization facilitates knowledge transfer to the longterm memory. That is why the use of scattered memorization techniques is the most effective.
An important prerequisite for ensuring students' knowledge is the use of learning not only as a creative activity, but also as an activity that reveals and makes sense of new details of the material being taught - details that were not remembered during the primary understanding. It is important to use one's own applications and facts, to develop the ability to convey the material in one's own words, and to comprehend its visual, moral, natural, and ecological relevance.
The essential condition for successful training is its competence, which causes mobilization of volitional forces of the student for the purpose of a strong assimilation of the educational material.
The proper organization of the learning process allows students to home in on the theoretical material, prevents its mechanical rote, contributes to a deeper comprehension of knowledge, develops thinking, memory, moral and will power.
The organization of rules for using the knowledge in practice and forming skills and abilities. The importance of this stage in the process of acquiring new material is revealed not only in the fact that knowledge is necessary for practical activity and their spiritual development, but in the fact that the formation of practical skills and abilities contributes to a deeper understanding of the material being studied, the development of competence and creative abilities. For example, through the help of lessons students develop skills of reasoning ability to solve problems, conduct laboratory work. Two statements are essential for organizing the exercises:
1) students can begin exercising the exercises only when they have well mastered the theory, comprehended and mastered the knowledge;
2) the process of applying the acquired knowledge in practice is difficult because the general manifests itself in a great variety of specifics, when a rule, conclusion, or law is formed and the student has to apply it in a new situation.
In the modern didactic system of rules the first tasks have a reproductive nature. They are aimed at updating (revitalizing) the previously acquired knowledge, sensitivity and practical experience, which should be the basis for learning new skills and abilities. They are carried out with the help of the teacher. Proceeding to the following types of tasks requires a constant increase in difficulty and complexity of tasks, increasing independence of students in their performance and creative approach to their solutions. All this must be taken into account, organizing classes, which produce skills and abilities to use the acquired knowledge in practice.
3. Repetition, consolidation and systematization of the studied material in order to deepen knowledge and improve practical skills. The final basis of the stage of repetition, consolidation and systematization is the position that cognition is not a straight line, but a curved line, which approaches the spiral without fail. This means that acquisition of knowledge is not reduced to one cognitive act, the essence of knowledge is not revealed at once all its richness, and requires further intellectual and practical activity with the aim of its deeper assimilation. Other, well-known to us statements are also important here. Assimilation (memorization) of the material, which is being studied, has a concentrated character, at which knowledge is transferred to the operative, short-term memory and is quickly forgotten. In order to prevent this forgetting, it is necessary to transfer knowledge into long-term memory, i.e. to carry out distributed memorization, which also requires organization of repetition of the studied material, namely: each topic, individual sections of the educational program, as well as repetition by the end of the school year.
Under generalization we mean the mental identification of some properties belonging to a certain class of subjects, the transition from the single to the general. On the basis of generalization students learn concepts, laws, ideas, theories, i.e. certain knowledge, their systems and structures.
Systematization - mental activity, in the process of which knowledge about the objects being studied, organized into a certain system for a certain principle https://writemyessaysos.com/thesis-writing-se... . The highest form of systematization is the organization of the studied and learned material into a system that clearly distinguishes its individual components and the interrelationships between them. For example, the system of knowledge about the cell requires revealing the structure of the cell as a complex organic system, its elements and interrelations between them.
Consolidation and systematization are complex interrelated processes: more consolidation results in more links and relations and, consequently, in a larger body of knowledge combined into a system.
Taking into account their role and place in the educational process, the following types of consolidation and systematization are defined:
1) primary generalization, which is realized during the perception and awareness of educational material, which results in the formation of general ideas about objects and phenomena;
2) local generalization, which is performed at the stage of comprehension of the new material, when cause-and-effect and other relations in the objects and phenomena are revealed, i.e. the inner essence of the objects of study; it results in mastering of individual understandings;
3) inter-understanding (lesson-by-lesson) summarizing and systematizing, when general features and properties of studied comprehension are set, a transition from less general to more general is made, comprehension is combined into a system; it results in a system of comprehension;
4) thematic generalizations and systematizations, which ensure comprehension of the whole system of understanding, which was studied for a long period of time;
5) summarizing and systematizing serve to establish links and relations between knowledge systems, learned in the process of studying the whole course;
6) Intercourse (interdisciplinary) generalizations and systematizations are made for a number of discordant subjects, for example, biology (botany, zoology), geography (physical geography of continents, the physical geography of Ukraine), physics, mathematics, history, philology.
This is the system and the essence of educational and cognitive activities at various stages of study of the material to be studied. The absence of one stage, i.e. violation of the integrity of the system, leads to low results of educational and cognitive activity. Only the implementation of the full cycle of educational and cognitive activities provides a thorough and strong mastery of the program material, their intellectual and general development, the formation of a scientific worldview, universal education.
182 weeks ago
|
|
|
|
thincomme72
Twelve Questions To Ask A Child About Their Day At Day Care
When you spend a good part of the day away from your child, it is vitally important you connect with them deeply when you are together. Here are twelve great questions you can ask your child every day.
1. What was the best thing that happened to you at day care today?
This encourages your child to think about everything that happened and then pick the very best thing.
2. Did anything hard happen today?
Using the word “hard†leaves the question open for them to answer about something challenging or something sad.
3. Who did you play with today?
Become familiar with the names of the children your child mentions often. Look for patterns, and if your child stops mentioning someone, ask them what happened. It may be a simple “moving on†or something may have happened with that child.
4. Which staff member do you get along with the most?
Encourage them to talk to you in detail what they like about that person.
5. Are there any staff members who make you feel uncomfortable?
Ask for specifics and take those concerns to the child care center if they are serious.
6. Is there anything you could do better tomorrow?
Help your child set goals so they are improving during their time away from you. You can discuss these goals with the staff members if you think it would be helpful.
7. Did you help somebody today?
It is important to encourage your child to look outside themselves and think about others. You can talk about all the different things they can do for their friends and for the staff.
8. Did anyone help you?
If your child is feeling lonely or left out, this is a great question to help them think about others, maybe you find help online, for example https://mcessay.com/buy-essay-papers/.
9. Did you say “please†and “thank you?â€
Good manners are important and talking to them about it daily will help them remember in the future.
10. Is there anything you wish you could do more often at day care?
Have your child describe the activity in detail. If your child is really enthusiastic about it, ask the staff if the activity could be offered more often.
11. Was it noisy today? How do you feel about the level of noise?
Some children struggle with a lot of noise and feel really stressed. A good child care center can watch out for this and help your child have some quiet time when they need it.
12. Will you tell me about this picture?
Talking about your child’s artwork can help them open up. They may not be able to use words to describe what is going on. For example, if your child draws a picture with them standing a distance from the others, they may be feeling alone or rejected.
If you ask the right questions, you will get to know your child better and reconnect faster at the end of the day. Some of these questions could also be modified to help you in a search for a new child care facility.
375 weeks ago
|
|
| | |
 |
Essay Writing Services |
|
| Creator: thincomme72 |
|
| Created: 2018-09-17 |
|
| Permission: Family Friendly |
|
|
Moderators |
|
|
|
|
|
|
|
Invite users to this group |
|
|
|
|
|
|
Shared Videos (Show All) |
|
|
| No shared videos |
|
|
|
