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A Short Example Of A Compare Or Contrast Essay Essays and Research Papers. Papers? ? Compare and essay Contrast This type of papers on the death penalty, writing assignment is common. Thesis Mistakes? On a standardized test, you may be asked to on the penalty, analyze . Stuart Hall Essay? literature, evaluate ideas, or make a judgment and explain your reasons. Papers On The? In responding to to writing research papers, these types of prompts, you often will compare and contrast characters, concepts, or choices. Papers Death? You will be asked to identify similarities and differences, which are the stuart hall, key to compare -and- contrast essays . Papers On The Death Penalty? There are ways to research, organize your thoughts about papers penalty, compare -and- contrast topics, which will. Comparison , Comparisons , Essay 1384 Words | 4 Pages.

How write a compare contrast essay. ?How to thesis learning from, Write a Compare - Contrast Essay The Elements of papers penalty, a Compare - Contrast . Essay What is comparison? Explaining the similarities or points of research, connection between two ideas, people, or things to give the reader a deeper understanding of on the death, each What is contrasting? Explaining the personal prompts, differences or points of disconnection between two ideas, people, or things to penalty, give the reader a deeper understanding of each Adapted from Webster’s Third New International Dictionary On what subjects can. Academia , Doctor of league, Philosophy , Essay 1372 Words | 7 Pages. Compare and Contrast Essay Overview: Students will learn about poetic interpretations of universal themes (love, . On The Death Penalty? hurt, joy, dreams, and hall essay hopes) and on the how those interpretations impact the author’s writing. The students will look at the work of two artists who address the your guide to writing quality papers, same universal theme in their writing. They will then complete a compare and contrast essay talks about on the death penalty, each author’s approach to essay, the theme. Papers? In class, the format research paper mla, instructor will lead students through an analysis of a selected poem, an papers death penalty in-depth. School Changes Essay? Academia , Essay , Greek loanwords 715 Words | 3 Pages. Name:__________________ Date:_________________ Compare Contrast Essay Period:______ . Due:11/30/12 Hero # 1 _____________________________ Hero #2 _______________________________ When we compare , we show our readers a subject's similarities.

When we contrast , we show our readers a subject's differences. Death Penalty? We will be using this guide to stuart hall, outline our compare and contrast essay . Be sure and pay attention to the hints along the way to papers on the death penalty, help you complete the information. Paper Mla? The better. Comparison , Difference , Greek loanwords 758 Words | 4 Pages. Fiction Essay ENGL 102: Composition and Literature MLA Outline THESIS: In “The Most Dangerous Game” by Richard Connell and papers death . Thesis Than? “Young Goodman Brown” by Nathaniel Hawthorne, imagery and characterization are employed to papers on the, illustrate the ever present inner darkness of humanity.

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In a dynamic and papers death ever changing education climate it is important to changes essay re-evaluate practice in schools on a regular basis in order to ensure that we are doing the right thing for our children. With questions being raised over the value of homework, Mark Creasy advises teachers and parents on how to get the papers death, most out of homework without letting it get in statements is better, the way of penalty, their lives. This book questions the school essay, necessity of homework while recognising that most teachers have a statutory duty to provide it. The author provides suggestions for how teachers can make homework more effective, applicable and papers on the death less pointless; organising classroom learning to allow children to set their own homework and arab essay league creating opportunities for learning out of everyday situations. Founded on over 10 years of Mark’s real teaching practice in papers death, both primary and secondary schools, Unhomework is guide entertaining as well as informative, being underpinned by personal anecdotes from his teaching career. On The Penalty? It challenges the current status quo of traditionally set homework and provides an insight for parents and educators about how homework can be done differently, for greater effect as an your guide quality research papers extension to classroom practice. Unhomework is based on the 5Rs and these are detailed for teachers to implement to secure Unhomework successfully. With practical ideas for teachers across year groups and penalty subjects to use Unhomework is for teachers (Year 3-13) at all stages of the profession, senior managers in school essay, primary and secondary phases, independent and state sectors, parents, and teacher trainers. This will revolutionise the papers, way you approach out of class working. Creasy shows a clear understanding on the demands of teachers, pupils and parents yet manages to produce multiple approaches that won’t just appease the issues with homework, it will inspire them. I know, it seems somehow wrong to reference homework during the summer, but it’s actually a good time to reflect on thesis statements phonics is better than, the purpose and efficacy of homework, whether you’re a parent of school-age kids or an education professional.

Unhomework is a valuable read for anyone interesting in looking at homework differently. It’s written by a teacher from the UK, so sometimes the phrases seem a little foreign to US ears, but the points are valid and well-written. Papers On The? It’s not that homework is bad, in and of itself, it’s that it’s often not used effectively. In the book, Mark Creasy lays out the 5 Rs that guide homework, the stuart hall essay, rules for creating homework assignments, and questions to ask to make sure it’s effective. On The Death Penalty? In his classroom, students often set their own homework, which is very odd to most teachers, but I think is a great option in many classrooms! I actually often allowed a lot of choice in my first teaching job, and the kids loved it - they were more engaged and happier about their assignments. If you felt like your kids were burdened with busywork last year, or you’re a teacher who wants a fresh approach, check out the book for summer reading. There was an advert several years ago which was slightly tongue-in-cheek if memory serves us right and featured the slogan: Minimum Effort Maximum Results is an attractive idea if you’re buying a car or cooking a meal – fantastic results for as little effort as possible. Efficiency.

The world of arab essay league, education, as is so often the papers on the penalty, case, runs according to different rules. Quality? Maximum results, yes – but teachers don’t mind working as hard as is necessary (or working their students as hard as is necessary) to on the death get there. Min Eff just isn’t how conscientious educators do things. ‘Nec Eff Max Res’ is perhaps more like it. And then there’s homework. Is the amount of time preparing it, stress getting students to do it and catching up with those that don’t and hours spent marking it worth the benefits that come from it? In our experience parents are divided on the subject. Many a parents’ evening was spent bouncing between “Why do you set so much homework? She just doesn’t have the time after Gym Club, trombone lessons and walking the dog…” to “Why can’t you set more homework? She doesn’t have half as much as her sister had…” Students are more predictable.

If it’s interesting, it’s a good thing and will capture their imaginations. If it’s not, it isn’t and it probably won’t. And so, the design and setting of guide to writing quality, homework is papers death penalty a balancing act. Format Research Paper? Balancing the differing views of parents, the need to steer clear of death by worksheet and on the penalty come up with something to fire imaginations/interest/learning; and to quality limit the time taken in preparation and marking for papers penalty teachers. We want to get maximum results, but with as little time wasted as possible.

Here is where Mark Creasy comes in. His new book UnHomework carries the sub-title: “How To Get The Most Out Of Homework Without Really Setting It”. In it he describes the thesis from, “hackneyed game” of homework being played out in classrooms across the country. Mark Creasy’s book comes from his belief that homework doesn’t have to papers on the death be this way. It can be stimulating, meaningful, interesting, motivational and worthwhile (incidentally, all words that can be used to statements is better than language describe his book on the subject). Unhomework, for those unfamiliar with the concept, is the author’s word to describe student-centred, student-devised work/mini-projects/activities that fulfil the same learning objectives as traditional homework with ten times the papers on the penalty, efficacy.

The beauty of Unhomework is the fact that it’s not a collection of stuart, ideas that are just dumped on the reader. On The Death Penalty? “There you go – try that lot out…” Instead, Mark Creasy writes from experience, giving examples of the sorts of unhomework activities that have worked successfully in the past and how students have taken an idea and made it their own. Surely this is the sort of “homework” we long for thesis phonics language as teachers? Where a theme can be set and then students return with over and above what was required. Instead of a class worth of tatty worksheets about WWII propaganda, how much more satisfying to death have one student design their own propaganda video, another interview their Great-Gran about wartime posters and someone else create a Powerpoint presentation on WWII leaflets. How much more satisfying for you as teacher and your guide research papers how much more satisfying for them as learners. Students are absolutely central to on the death penalty Unhomework. From loveable rogue Dale who, in a GCSE English class, lit the lightbulb above Mark Creasy’s head (“Surely there’s a better way than all this, isn’t there?”) to each student’s homework ideas themselves. The author has been teaching for around ten years at both secondary and primary levels and his experiences are crucial to backing-up the Unhomework concept and showing us how it can be done.

This experience is thesis is better particularly noticeable in the book in two areas… Firstly, he gives us several conversations (in script form!) between himself and on the students. Secondly, he spends time discussing how to introduce Unhomework without offending colleagues’ sensibilities and, eventually, how to get them on format paper, board too. A lesser book wouldn’t contain these. Death? Why? Because a lesser book would be just written by a writer, not a teacher. Unhomework isn’t a fad that has been invented to sell books. It has been initiated, shaped and implemented by students and, thankfully, Mark Creasy is one of those teachers who sees this as important. His students’ fingerprints are all over than language this book. In recent months, you can’t have failed to papers on the death penalty have noticed the popularity of ‘Take Away Homework’ ideas being shared by teachers. These give students a choice of activities from a given “menu”. Reading Unhomework, you can’t help but feel like shouting “But this guy’s been doing it for arab years!

This is just Unhomework by another name!!” Perhaps the current keenness to provide learners with a range of open-ended homework ideas will work in Mark Creasy’s favour. If you’re intrigued by Take Away Homework or use it and want to on the death penalty consider how to get the best from it, Unhomework is the book for essay you. In many ways, this is a great book to include as a summer read. If you’re stuck in a rut, setting homework that generally consists of researching something (inevitably from the death, first page of Google) or filling in questions on a worksheet, there is about learning from mistakes a better way. If you’re a headteacher or leader of a department who realises this, get copies for your colleagues and start implementing something special.

Get Unhomework and start your new year by doing something different. Papers On The Death Penalty? Your students will be motivated and inspired. Their parents will appreciate it. And you will be pleasantly surprised at the results you can get by hall essay, leaving students to it. Far better learning opportunities. Far more facts learned. Death Penalty? Far deeper understanding.

Far greater chances to learning from mistakes push topics into new areas. In fact, maximum results with very little fuss. Or, as we like to think of Unhomework: Mark Creasy is absolutely correct in penalty, his assessment of arab league, homework, it must have value, purpose, and authenticity to students. The students should take the content in the direction that interests and gives power to the students who become vested in death penalty, the learning process. Once this vesting occurs the learning becomes authentic. The teacher’s role is to provide support, feedback, structure, and expansion of the student-directed learning — this is the school changes essay, main premise of Unhomework. The struggles with parents that Creasy describes are all too common. Parents and other adults believe that because they went to school — the accidental apprenticeship of teaching — they understand education today. These stakeholders want their children to have similar educational experiences — HOMEWORK, traditional homework (e.g “complete math problems 1-48 on page 124”; “write your vocabulary words 10 times and place in papers death penalty, a complete sentence”, etc.) Parents fail to understand that things have changed when it comes to learning —the process, the essay, tolls, the instructional methods, and the resources — we as educators need to adapt to the change and continue to “push the envelope” as we educate our children. Mark Creasy is spot on on the penalty, in his process and is better than language the concept of “supported failure,” this makes mistakes/errors OK, as they are used as a new starting point — not a road block to success.

True educators support students through failures and demonstrate tenacity to their students. I particularly like the way the on the, text contains specific examples to illustrate points and there are clearly set guidelines to follow. The concept of unhomework marks a change in thesis, behaviour but reinforces what most teachers would like to be able to do. Do your students feel smothered by homework? Are your hands aching from grading papers? Maybe it’s time to papers on the give out some “unhomework.” In Unhomework , Mark Creasy argues that certain homework staples are ineffective. If worksheets are your style, prepare to be threatened. Creasy heavily emphasizes at-home, project-based learning as a substitute for traditional homework assignments. He also encourages independent student learning, which reduces stress and guide develops self-motivational skills that kids will use in the real world.

Unhomework his philosophy promotes students’ inquisitive nature while equipping them to use critical thinking skills. In turn, the process produces independent thinkers who–at a younger age than is now typical–take responsibility for their own success. Letting students pick projects and timeframes taps into their emotional settings and increases engagement. “Unhomework” assignments also can boost self-esteem and enhance young people’s ability to effectively communicate during class discussion. Bottom Line: Students can gain a variety of skills when educators implement the strategies outlined in papers on the penalty, Unhomework . Thesis? Instead of merely following rules to avoid upsetting adults, kids will understand and appreciate the benefits of at-home work. Ah, homework.

Everyone has a view on it, ranging from the total conviction of certain parents that it’s simply a scam on the part of teachers who can’t be bothered to papers death penalty do the job they’re paid for - to the equally deeply-held belief of others that their darlings will surely leave school sans qualifications if they are not piled with challenging tasks to complete (or have completed for them) at home from the quality papers, age of papers death penalty, four. Thesis Statements Phonics Than? Certainly, teachers often struggle to set meaningful homework that’s interesting enough to inspire independent learning. Mark Creasy’s solution is penalty wonderfully simple: a learner-led model, in research paper, which students essentially choose what it is they want to do, come up with their own timeline, parameters and on the penalty success criteria, and are involved with assessment throughout. Stuart? This way, he is able to ensure that work completed at papers penalty, home is “relevant, purposeful and engaging for them, whatever their age or phase of education.” And everyone is, finally, satisfied. The contents of this book are dear to my heart and remind me of similar initiatives I promoted as a primary school teacher and thesis about learning mistakes Head over the past 30 years. I applaud the author for a really practice based account of introducing a new philosophy of home based learning. Not only has his approach raised standards of papers penalty, attainment and self esteem in stuart, his pupils but also introduced a family learning basis for homework. Being inspired by papers on the death, others is one of the thesis phonics is better whole, most impressive effects of this work and I can recommend it as a primer for teachers wishing to papers promote independent learning, resilience and format research paper mla and family involvement in their classrooms. This is a book which should be read by anybody involved in education, from parents who wish to know how to support their children’s learning, to government ministers who desire to solve the country’s apparent falling behind in academic league tables in recent years.

I’ve taught in a number of schools, both state and independent, in papers, this country and overseas, and homework has always been an issue which causes controversy. In many cases, it’s a necessary evil for teachers, a source of misery for children and exasperation for parents. Format Mla? But this is not how homework, indeed learning, should be. Papers On The? Mark’s philosophy for the way children learn makes total common sense. The book clearly sets out the reasoning behind Unhomework, as well as the methods by which it can be applied in both the primary and secondary sector. Success stories of how it has been used are an format mla inspiration and I was eager to start using some of Mark’s ideas with my class before I even finished the book. As a parent, I also found the section on penalty, how parents can get involved very interesting. My daughter is just a toddler, but I’m sure Mark (and many parents and educators for that matter) would agree with me in the belief it’s never too early to encourage creativity and develop learning skills. The chapter on how to convince colleagues is an interesting one based on Mark’s experience. We teachers work very long hours and often feel like we’re struggling to just keep afloat.

I know we can torture ourselves by thinking we’ve still not done enough and if only thesis phonics is better whole, we had a few more hours in the day… In adopting Unhomework, once you’ve taken the time to death really get the hang of it and ensure your pupils do too, I can see this burden would be somewhat lifted. And of course the results are children who want to learn, who want to do their best, who want to achieve their goals and who ultimately (Mr Gove) get better results. I could see Unhomework working in any of the schools I’ve taught in. I’m currently both a class and arab MFL teacher and after reading this, wished I was responsible for ‘setting’ more homework than I currently do! However, it’s not just about homework, it’s about a learning philosophy that can be applied in our teaching really quite simply and on the death without a great deal of onerous work that can often be the case. Homework, homework, homework.

As a teacher it can sometimes feel that you’re damned if you do, or damned if you don’t set enough. Some parents complain that you are setting far too much — others complain that their child needs more! Setting a ‘creative’ project for homework will get many parents scrambling for thesis statements is better cereal boxes as they make a model in the same vein as Blue Peter’s Tracy Island model back in on the death penalty, the 1990’s — usually the format research, night before the project is due; whereas other parents leave their children to it — you can generally tell the disparity. We have discussed the on the death penalty, purpose of homework previous on UKEdChat when we explored the thesis statements phonics is better than whole language, question, “Is homework a vital learning tool or an outdated educational throwback?” concluding that if children are asked to work at home, the activity should be useful and relevant to their school work, allowing pupils to papers on the penalty follow their interests and passions to school essay instil a love of learning and it should indulge their curiosity using their creativity to push their learning forward. Fire up your class with stimulating collaborative projects which will be enjoyed by both child and parent. Let ‘will this light them up?’ be our mantra.

There usually are two schools of thought regarding homework: On one hand, let children be children. They spend enough hours sat down motionless in school. Papers Death? Let them play and explore the world; On the other hand, homework should extend the learning children do at school, reinforcing concepts explored. Schools will have homework policies, which vary wildly in the amount of homework teachers are expected to assign, however there will be very few schools that have an ‘UnHomework’ policy — the your quality research, philosophy advocated by teacher Mark Creasy, which ensures that the work students complete outside the classroom is relevant, purposeful and engaging for them, no matter the age of the pupils. The main assumption with the ‘unhomework’ philosophy is that children are inspired to papers on the death penalty complete without being told to do so. It is school changes always pleasurable when pupils come into school sharing a project that they have done, as they are inspired by their learning / topic — with no homework task set. The philosophy works at all stages of school education, with Creasy stating that he has taught children from aged 8-18 with his approach being no different, although does concede that secondary pupils need more support and encouragement as it is a different approach to what they are used to. The book supports teachers in developing this philosophy- which many primary colleagues already pursue — introducing the DAD Model, which is essentially a more discussion or collaborative based formula for home tasks, including: tips on getting parents on-board with the philosophy; convincing colleagues; developing the concept as a whole-school project; plus a collection of ideas and tips to create ideas and put them into action. This book is a great supporter for how homework should be — a pleasurable experience for pupils, parents and teachers.

It should not be a chore, but an activity that consolidates, extends or enthuses pupils further in the learning experience. I was hooked from the off, as the book was inspired by a child’s comments, not dreamt up due to government reform or an papers on the Ofsted checklist, although I am sure it would satisfy both. Mark draws on many sources, from Pablo Picasso to Vicky Pollard, yet it is children who have clearly been his defining teachers and inspiration throughout. I continued with a wry smile as another savvy pupil exposed the flaws in setting traditional homework: only completing it when he thought it was for his benefit not the teacher’s, “Sneaky!” Like any good educational book, this held a mirror up to guide to writing quality papers my own practice and papers penalty made me question whether I was merely obeying the homework policy, checking that task off and moving on the learning without allocating quality time for children to reflect. Am I allowing opportunities for them to develop and show off their strengths as they complete homework, or just confirming what I already know? Mark continually reinforces the need for consistency and stuart trust in the children, with his philosophy of the 5Rs at the heart. Papers Penalty? The students can then take responsibility for school changes essay their own learning with the teacher as the trusted ‘guide at the side’. ‘Ungoogleable’ tasks are set but the on the penalty, teacher is there to support children wrestle with their own insecurities or fear of failure. I loved reading the personal and shared successes through scripted anecdotes, particularly where children had surprised themselves, their teachers and/or their parents.

Also, the is better, wonderfully moving tales of pupils empowering each other through praise and constructive criticism, modelled by their ‘guide at the side’: children hailing their peers as the motivation to challenge themselves further, “I didn’t know what I could do until I saw others doing it — they inspired me.” It is child-led learning at its most powerful, as they set the timeframe and success criteria, which they can then use to assess against. And it will be completed because they want to; they understand the responsibility that this freedom brings. Now is the perfect time to papers on the death reflect on hall essay, your own practice as educational policy puts homework back in the hands of head teachers. ‘Unhomework’ is purposeful and stimulating, a chance for children to on the death penalty develop their learning skills whilst exploring the new knowledge-heavy curriculum: this is truly a platform for children to prepare socially and emotionally for essay the unknown challenges of the 21st Century. ‘Unhomework’ addresses how to papers on the involve everyone — I will be sending out Mark’s list of your to writing quality research, how parents can help develop their child’s learning skills at home and adding my own. There are even examples and resources to help practitioners, from on the death penalty, NQTs to essay head teachers, get started.

As well as scripts, using first hand experience to on the death penalty win over pupils and colleagues alike. Again I was moved at how the format research mla, children had inspired colleagues and convinced parents, as a unit, using the 5Rs: a personal reminder to share my own and my class’s successes, not by preaching but ensuring I don’t become an ‘educational Gollum’. Mark Creasy expertly steers you away from the trials and tribulations of homework and into the realms of ‘Unhomework’! This book is not just about making the penalty, most of lost opportunities for additional learning but it really gets to grips with how and thesis about mistakes why children learn and how the papers on the death, traditional concept of homework does not necessarily do what it is supposed to. As a teacher or school leader there is much to consider here. Be prepared to read this book, reflect on your own experiences of homework, be convinced there is a better way of doing things and then go to school and league make some changes! Allow Mark to papers on the penalty help you with ideas and inspiration for making a difference to stuart hall essay your children’s learning. Allow him to inspire whole school policy on learning and explore the true benefits of ‘Unhomework’. When you read this book, and you should, you will see how important it is to make the most of learning opportunities in school and at home. As a parent I often get frustrated with the standard and relevance of the homework my own children receive. Maybe at the next parents evening I should casually leave a copy of ‘Unhomework’ on the desk and see what transpires!

‘Unhomework’ will give you the inspiration and practical guidance you need to break free from the ‘curse of the worksheet’ In my professional opinion, in this book Mark Creasy has tackled an papers on the penalty area of education (homework) which has long needed addressing. As a Year 4 teacher and statements phonics than whole language as a former colleague of papers on the penalty, Mark’s, I can readily connect with his ideas and the thinking behind this book. I am sure that other teachers will do the same. The book’s informal style makes it enjoyable to read whilst dealing with what can sometimes be a ‘touchy’ subject between teachers, children and parents. Mark has used some catchy chapter headings to engage the thesis about mistakes, reader and in each chapter he ‘says it how it is’ in real life situations. In order to be able to papers death penalty do this, he has drawn on essay league, his extensive personal experience. Papers On The Death Penalty? I am sure all teachers alike will appreciate this refreshing approach to the subject. Interspersed with the theory, are snippets of humour and wit which reflect the personality of Mark himself. Each chapter leads effortlessly onto format paper, the next and where questions are posed, Mark always delivers the answers.

After having worked as part of a Year 4 team with Mark for papers penalty 3 years, I have seen first-hand his methods in stuart essay, practice and papers on the indeed have incorporated some of these in my own teaching, seeing positive results from the children and approval and interest from the parents. Not only will this book appeal to thesis learning from teachers but will interest parents as well. As I am sure Mark will agree, getting parents on board, with regard to homework, is half the battle. Avoiding stagnation at all costs and maintaining an enviable passion for children and the learning process, MC is a teacher who thinks outside the box, outside the death, classroom, and outside the norm. He transcends the about from mistakes, perimeters of the classroom walls and takes his students with him! Fanatical about teaching and penalty learning, he endeavors to make learning exciting, meaningful and memorable for the students. He seeks strategies that give his students opportunities to guide quality papers investigate real world knowledge, taking learning to the next action-packed level. Think maverick innovation, the unexpected, movement-oriented, and a little bit crazy… then you’ll be on the right track. Both as a teacher and a parent in daily contact with adolescents I believe there has been an erosion in the ability of young people to engage in rigorous analytical thinking, creativity and problem-solving.

It would seem to me that Mark’s UNHOMEWORK addresses all of these skills. UNHOMEWORK stresses that the role of a teacher is crucial in not only guiding young learners in their search for information, but also to papers penalty provide the tools to evaluate the usefulness and veracity of format paper mla, that information and to formulate their own thoughts and death arguments on the basis of it. Essay? At a time when a curriculum and exam driven education system straitjackets even the most dynamic teacher, so that schemes of papers on the penalty, work and lessons often become stifling and not stimulating, UNHOMEWORK inspires the practitioner to arab league not only facilitate thinking skills and papers on the death PLTS but to also build in opportunities for your guide quality research papers young learners to become creative, critical thinkers: room to make lots of mistakes, to on the build resilience and know HOW to essay learn anything they choose to. UNHOMEWORK emphasises the need to papers on the death give all young people a huge ‘toolbox’ of thinking skills — a toolbox they can dip into at the most appropriate moments. MC reminds us that it doesn’t mean we don’t teach the changes essay, basic skills of literacy numeracy but we choose skills driven methods to allow children to see the different ways there might be to learn things. This book offers an on the death penalty inspiring alternative to the setting of homework for homework’s sake. Mark shows us how to turn the sometimes dubious exercise of changes essay, ritual homework-setting into a genuinely useful and positive experience. He demonstrates how homework can play a significant role in pupil progress so that it is no-longer seen as a bolt-on activity by learners or their teachers. Written in a lively and accessible way, Mark’s theory of “Unhomework” makes differentiating for on the penalty every learner both simple and tactful. His innovative approach is sensitive to all three faces of the statements is better whole, homework experience — Learner, Teacher and Parent.

Whenever I run a parent’s session about homework, the on the death, results are almost always the same. League? Some parents believe that schools should be chastised for setting second rate homework such as ‘finish of on the penalty, what you were doing in class’ or, just as bad, MOTS (more of the same) and so miss an opportunity to school changes stimulate additional learning in their children. On the other hand, some parents question the value and penalty purpose of homework as a substitute for the many exciting things they could be doing with their family instead; whilst still others believe the your to writing, school is papers on the death penalty trying to turn them into teachers at best or at worst dictators who police the quality and quantity of the child’s homework . For any child caught in arab essay, the middle this can be extremely frustrating; but for a highly able child it can be nothing short of torture. Imagine having all those ideas going round in your head and being told to do something far more boring and on the meaningless! I was therefore delighted when I was asked to read and review Mark’s book about ‘Unhomework’! The structure it suggests for challenging children so that they go as far as their potential allows is so interesting that I would recommend it to stuart every teacher and challenge them, whether they are in penalty, primary or secondary school, to implement it for just one term and evaluate the results. I will certainly be including reference to his approach in our future workshops on homework! Unhomework is an stuart essay interesting concept, and papers on the death one which may strike fear into a few colleagues who cling onto the security blanket of the school essay, worksheet style approach to homework - after all it is a rare constant in this ever changing educational landscape! At a time when a new curriculum is being introduced this book suggests how we may grasp the chance to papers on the try something new, and your research papers ‘dovetail’ it into a creative approach to all that we do in school. This is a golden opportunity to truly let pupils lead their own learning and follow trails of enquiry that will motivate and engage them and not only that, but increase the chance of getting parents on board!

A book with plenty of ideas for papers on the death penalty teachers and practical ways for parents to support their children. ‘Unhomework’ furnishes a philosophy for all primary and secondary teachers with a reliable array of your to writing quality, homework tactics, resilience and thought. This book re-kindles the value of home-learning and fosters the process from a creative-curricular experience. This completes the perfect homework utopia. Using project-based learning, Creasy shuns the death penalty, traditional homework-setting and chasing methods and shares his epiphany millisecond (which you may also have experienced) that transformed his thinking about homework altogether! ‘Unhomework’ promotes inspiring, well-thought-out and arab essay differentiated homework that has stirred my own practice. This will add value for all individual teachers and students alike in any school and in reading this book, you will secure a classroom experience that lowers teacher-workload, yet heightens student grit and independence. Creasy showcases ‘enquiry within a context’; learning beyond the classroom and equipping students to think, in order to death penalty take responsibility for themselves to increase rewards both emotionally and intellectually. He quite rightly berates the worksheet and advocates self-selecting timeframes and missions. ‘Unhomework’, full of intrinsic values to shift school policy, has thoughtful analogies: ‘When I do good, I feel good. When I do bad, I feel bad!’ In a nutshell, ‘Unhomework’ is the essay, passport to ‘free children from the on the penalty, straightjacket of about learning from, standardised homework’.

I cannot wait to get back into the classroom to on the death mutate my plans from homework to Unhomework. A brilliant read that I want to devour all over again! Crown Buildings, Bancyfelin, Carmarthen, United Kingdom, SA33 5ND Phone: +44 (0) 1267 211345 | Fax: +44 (0) 1267 211882 Email: .(JavaScript must be enabled to view this email address) Sign up if you would like to receive occasional treats from arab essay, us.

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Tips for Academic Writing and Other Formal Writing. It is a long list. People have a lot of problems. Some of the on the death, items sound picky or trivial, even to format, me. Yet bad grammar, bad style, and poor organization will make it very difficult for death you to convey your ideas clearly and format professionally, and will limit your academic and professional success. On The Death? I strongly recommend that you work to eliminate any of these problems that may apply to your own writing. -- Dr. School Changes? James A. Bednar. Rules for formal writing are quite strict, though often unstated.

Formal writing is used in academic and scientific settings whenever you want to convey your ideas to a wide audience, with many possible backgrounds and assumptions. Unlike casual conversation or emails to friends, formal writing needs to be clear, unambiguous, literal, and well structured. Formal writing is not just dictated conversation In general, it is inappropriate simply to on the, write as you would speak. In conversation, the listener can ask for clarification or elaboration easily, and thus the speaker can use imprecise language, ramble from topic to topic freely, and so on. Formal writing must instead stand on its own, conveying the author's thesis clearly through words alone. As a result, formal writing requires substantial effort to construct meaningful sentences, paragraphs, and arguments relevant to paper mla, a well-defined thesis. The best formal writing will be difficult to write but very easy to read. The author's time and effort spent on writing will be repaid with the time and effort saved by the (many) readers. Make your thesis obvious throughout An essay, article, or report should have one main topic (the thesis) that is clearly evident in the introduction and conclusion. Papers On The? Of course, the thesis may itself be a conjunction or a contrast between two items, but it must still be expressible as a single, coherent point.

In a short essay, the main point should usually conclude the introductory paragraph. Quality? In a longer essay, the main point generally concludes the introductory section. The reader should never be in any doubt about what your thesis is; whenever you think it might not be absolutely obvious, remind the reader again. When in doubt, use the recipe: introduce, expand/justify, conclude Paragraphs, subsections, sections, chapters, and books all use the papers on the penalty, same structure: first make the topic clear, then expand upon it, and statements phonics whole finally sum up, tying everything back to the topic. At each level, you need to on the death, tell the reader what you will be trying to say (in this paragraph, section, etc.), then you need to cover all the relevant material, clearly relating it to your stated point, and finally you need to school changes, tie the papers, subtopics together so that they do indeed add up to arab essay, establish the point that you promised. Stay on papers on the topic Everything in your document should be related clearly to your main thesis.

You can write other papers later for anything else you might want to say. The reason your reader is reading this particular paper of yours is that he or she wants to know about your main topic, not simply about everything you might want to school, say (unless for some narcissistic reason everything you might want to say is your clearly stated main topic). Conversely, there is on the death penalty no need to bring up items simply because they relate to your main topic, if you do not have anything to say about hall them. If you do bring something up, say something important about it! Staying on topic does not mean being one sided To avoid being misleading, you will often need to acknowledge some weaknesses in your argument or discuss some merits of an death, opposing argument. It is quite appropriate to guide to writing quality research, discuss such opposing views when they are relevant, i.e., when they relate directly to the main topic of your paper. For instance, if you are reviewing a paper and arguing that it was not written well overall, it is usually a good idea to point out the on the penalty, few things that were done well, e.g. so that the changes essay, reader does not get the papers on the death penalty, impression that you just like to complain :-) . Often such opposing observations fit well just after the introduction, providing a background for the rest of your arguments that follow. Whenever you do include such material, i.e. things that go in the direction opposite to thesis whole language, your main thesis, be careful to death penalty, put it into only a few well-defined places, reorganizing your argument to achieve that when necessary. Jumping back and forth will confuse the reader unnecessarily. In every case, try to stuart hall essay, make your point as clearly as possible, while at the same time not overstating it and not pretending that no other valid viewpoints exist.

Transitions are difficult but very important Each sentence in your document should follow smoothly from the preceding sentence, and each paragraph should follow smoothly from the papers, preceding paragraph. The world is arguably an your to writing research papers, unstructured jumble of ideas, but anything that you expect the reader to death penalty, read from start to finish needs to quality research papers, be a linear progression along one single path. Transition words and papers on the penalty phrases are what make it possible for a reader to research mla, follow you easily as you explore the various ideas in your paper. Without good transitions, the reader will end up backtracking repeatedly, which will often cause your point to death, be lost or your paper to be tossed aside altogether. One clue that your writing needs better transitions is if you find that you can cut and paste paragraphs from one section to another without doing substantial rewriting of how the paragraph begins and ends. To Writing Quality? If making such rearrangements is on the easy, then you have not been linking your paragraphs into a coherent narrative that reads well from start to finish. In practice, making smooth transitions is stuart hall essay very difficult. Penalty? Learning to do it takes a lot of practice at first, and research actually making the transitions smooth takes a lot of papers penalty effort every time you write or revise something. One rule of thesis phonics is better than language thumb is that whenever you switch topics, you should try to provide a verbal clue that you are doing so, using transitions like However, . , As a result, . , For comparison, , etc. If you notice that you have to add these words between most of your sentences, not just the paragraphs, then you are bouncing around too much. Papers Penalty? In that case you need to reorganize your document to group related thoughts together, switching topics only when necessary.

Once the essay, organization is good, all you can do is read and papers on the reread what you write, rewording it until each new item follows easily from those before it. Write what you mean, mean what you write Speakers use many informal, colloquial phrases in thesis about learning from mistakes, casual conversation, usually intending to convey meanings other than what the papers on the death penalty, words literally indicate. For instance, we often speak informally of going the extra mile, at about learning mistakes, the end of the papers on the penalty, day, hard facts, things being crystal clear or pretty convincing, someone sticking to a topic, readers being turned off, something really being the case, etc. Avoid such imprecise writing in formal prose -- whenever possible, the school changes, words you write should literally mean exactly what they say. If there were no miles involved, do not write of extra ones; if there was no crystal, do not write about death its clarity. Among other benefits, avoiding such informal language will ensure that your meaning is obvious even to stuart, those who have not learned the currently popular idioms, such as those for whom English is a second language and on the death penalty those who might read your writing years from now or in another part of the world. Formal writing should be clear to as many people as possible, and its meaning should not depend on the whims of thesis statements language your local dialect of English. Papers Penalty? It is about from mistakes a permanent and public record of your ideas, and on the death should mean precisely what you have written. Avoid redundancy Unfortunately, specifying minimum page requirements encourages redundancy, but please try to avoid that temptation. When two words will do, there is no need to use twenty.

Whenever you finish a sentence or paragraph, read over school essay it to see if any words or sentences can be eliminated -- often your point will get much stronger when you do so. In the papers, academic community, your ability to write concisely is far more important than your ability to fill up a page with text. Academic courses specify page minimums to ensure that you write an essay of the appropriate depth, not to test whether you can say the format research paper mla, same thing a dozen different ways just to fill up space. In the on the death, real world, you will see many more page maximum specifications than page minimums. Be professional and diplomatic When writing about another's work, always write as if your subject may read your document. Thesis Is Better Than? Your essays for on the death penalty a course assignment will probably not be published, but genuine scientific writing will be, and the subject of changes essay your paper may very well come across your work eventually. On The Death Penalty? Thus it is crucial to avoid pejorative, insulting, and offensive terms like attempt to, a waste of time, pointless, etc. If some of the essays I have seen were read out loud to the author under discussion, a fistfight would probably result. At the very least, you would have made an enemy for life, which is rarely a good idea. In any case, your points will be much more convincing if you can disagree professionally and diplomatically, without attacking the research mla, author or implying that he or she is an imbecile.

And, finally, no one will publish your work if it is just a diatribe and on the death penalty not a sober, reasoned argument. To avoid these sorts of problems, it might be good to pretend that you are the author under discussion and re-read your essay through his or her eyes. It should be straightforward to figure out which parts would make you defensive or angry, and changes you can then reword those. Avoid imperative voice Use imperative voice sparingly in papers on the death, a scientific paper, because it comes across as rude (as do many of the sentences in what you are reading right now!). E.g. do not say Recall that . . Of course, an occasional imperative in parentheses is not objectionable (e.g. (see Walker 1996 for more details).). A formal document needs to be structured at all levels, whether or not the school, structure is made explicit using section labels or other visible clues. Overall structure The standard format for an effective essay or article is on the death to: (1) present a coherent thesis in the introduction, (2) try your hardest to convince the reader of your thesis in stuart essay, the body of the paper, and (3) restate the thesis in the conclusion so that the papers penalty, reader remains quite sure what your thesis is, and so that the reader can decide whether he or she was convinced. Using any other format for a formal article is almost invariably a bad idea. The introduction and conclusions do not always need to be labeled as such, but they need to be there. Note that an abstract is no substitute for thesis is better whole language an introduction; abstracts act as an papers death penalty, independent miniature version of the changes essay, article, not part of the introduction.

Each paragraph is one relevant sub-topic Each paragraph in a document should have one topic that is clearly evident early in the paragraph. Every paragraph should have a clear relationship to on the, the main topic of your document; if not, either the paragraph should be eliminated, or the main topic should be revised. Use complete sentences Except in extraordinary circumstances, sentences in the main text must be complete, i.e., they must have a subject and a verb, so that they express an entire thought, not just a fragment or the beginning of a thought. Note that most -ing words are not verbs. The light turning green is thesis mistakes just a fragment, i.e., a start to a sentence or a part of one. To be a sentence that you could use on its own followed by a period, it would have to be The light turned green, which has both a subject and papers death a verb. Put appropriate punctuation between sentences.

Two complete sentences can be divided with a period, question mark, or exclamation point, or they can be weakly connected as clauses with a semicolon. However, they can never be connected with a comma in learning from, formal writing! To see if your writing has this problem, consider each of your commas in papers on the penalty, turn. If you could replace the comma with a period, leaving two complete, meaningful sentences, then that comma is an error -- a comma can never be used like that! Instead, replace the comma with a semicolon, in case you have two sentences that need to be linked in some generic way, or make the linkage explicit with a conjunction, or simply use a period, to leave two complete and independent sentences. Section titles Section titles for an article should say exactly and succinctly what the reader will get out of that section. In most relatively short documents, using a standard set of section titles is best so that people can scan through your document quickly.

Section standards vary in guide quality research papers, different fields, but a common set is: Introduction, Background, Methods (for an experimental paper) or Architecture (for a modeling paper), Discussion, Future Work (often merged with Discussion), and death penalty Conclusion. If you do not use the standard titles, e.g. if you have labeled lower-level subsections, you should be quite explicit about school essay what is in that section. On The Penalty? Such labels should make sense to someone who has not yet read that section, and make it clear why they should read it. Arab League? For instance, a section about adding a second eye to on the penalty, a simulation of school essay single-eye vision could truthfully be called Multiple eyes, but that title is meaningless to someone scanning the document. Papers Penalty? Instead, it should be something like Extending the hall, model to explain stereo vision whose meaning will be clear to the type of person likely to be reading the paper. Everything important goes in your introduction and conclusion Everyone who looks at your paper will at least skim the introduction and conclusion, and those who read it in depth will remember those two sections the best. So make sure that your most important points are quite prominent and unmissable in those sections. Say it, never just say that you will say it In the papers on the death penalty, introduction, conclusion, and abstract (if any), do not merely describe what you are going to stuart hall, say or have said; actually say it! For instance, do not just state that I will discuss and evaluate this paper if you will later argue that (for example) it is not convincing.

Instead state that the paper is unconvincing, and (in brief) why you believe that to be the case. Then you can elaborate on that point in papers on the penalty, subsequent paragraphs. Subsections If you have sections 1, 1.1, and about learning 1.2, there must be introductory material between 1 and 1.1 that explains briefly what is in papers penalty, the subsections, mentioned in the order of the subsections. That is, 1.1 should never follow just after 1 without some intervening text. If you have 1.1, there must always be a 1.2; otherwise 1 and research mla 1.1 should be merged. Each 1.x subsection should end with a concluding statement of what has been established in on the, that subsection, wrapping things up before moving on to the your guide to writing quality papers, next subsection. Figure captions Different communities have different expectations on what to put into figure captions.

Some journals, like Science , have very long captions, which are meant to be readable independently of the main article. Papers Penalty? That way, readers can skim articles and only look at interesting figures, before deciding whether to read the whole article. In such cases, you must ensure that all of the main points of the figure are also mentioned in the text of the article, so that someone reading the thesis phonics is better, article straight through will not miss them. Other journals and other publications like books, theses, and proposals tend to have very little in the caption, with the figures being understandable only when reading the papers on the death penalty, main text. Stuart Hall? Even in such cases, I myself prefer to put all the graphical details like the dotted line represents in the caption, plus enough context so that the import of the papers, figure is clear.

You are welcome to have your own preferences, but you should be aware of stuart essay what you are trying to achieve, i.e. whether you want the caption to on the penalty, be readable on its own. Try hard to avoid ambiguous references Conversation is replete with ambiguous words like this, these, his, it, they, etc. These words have no meaning in themselves, but in school, conversation the meaning is usually clear from the context. In written text, however, the intended meaning is papers death quite often not evident to from mistakes, the reader, because there are e.g. many possible interpretations of it and this. It is a good idea to read over anything you write, searching for papers penalty this sort of thesis phonics than word. For each instance, first ask yourself To what specific item does this term refer?.

For such a reference to make sense, the object, person, or concept must have been explicitly mentioned just prior to your reference. Often you will find that it or they refers to something vague that was not even discussed explicitly in your paper, in which case you should reword your text entirely. Even if the papers on the penalty, item to your quality papers, which you refer is explicitly mentioned in your paper, ask yourself whether there is any chance that the reader might not know to which of several items you might be referring. E.g. for the word he, were there two or three people being discussed? If so then state the actual name of each; he would be ambiguous. Often an ambiguous this or these can be disambiguated by adding a noun that specifies precisely the type of object or concept to on the death, which you are referring. For instance, this argument or this paper is less confusing than simply this. That is, do not use this followed directly by a verb phrase, but you can use this before a noun phrase, as in this sentence is a good example of the use of the word 'this'. Watch out for homonyms Spell checkers are wonderful, but they are absolutely useless for detecting misused homonyms or near-homonyms, i.e., actual words whose meaning is thesis phonics is better than whole language confused with other actual words. On The Death Penalty? As a result, homonyms are probably the most common spelling errors in word-processed text. Even if you are lazy and let the spell checker fix all of your other words, make certain that you know the differences between words like:

If you do not know the to writing, difference, you must simply avoid using any of these words. Yet because the spell checker takes care of all the other words you may misspell, learning to use these few words correctly is surely not much of a burden, and is crucial for convincing your readers that you are competent and papers death penalty trustworthy. Avoid comprise Apparently the word comprise has now been used incorrectly so many times to mean compose that this usage is now becoming acceptable. But it is much safer simply to avoid comprise altogether, as anyone who does know what it started out meaning will be annoyed when you use it to mean compose. But and format however are not interchangeable The words but and however have similar meanings, but they are not interchangeable. If you take a grammatically correct sentence containing but and replace it with however, or vice versa, the papers penalty, result will almost always be incorrect, mainly because of statements is better than language comma punctuation.

I like oranges, but I do not like tangerines. I like oranges. Penalty? However, I do not like tangerines. I like oranges; however, I do not like tangerines. I, however, do not like grapefruits. I like oranges however they have been prepared.

If you exchange any of these buts and howevers, then the sentences would become incorrect, and in arab essay league, some cases meaningless. A point is papers a single item The word point can only be used for a single, atomic item. Thus it is stuart essay not appropriate to discuss a sub-point, part of a point, the first half of a point, etc. Instead use topic or section, etc. A research There is no noun phrase a research in English. Use a study or just research, never a research. Similarly, there is death penalty no separate plural form of research; researches is an learning mistakes, English verb, not a noun. Avoid capitalization When in doubt, use lower case. Capitalization is appropriate only for specific, named, individual items or people.

For example, capitalize school subjects only when you are referring to a specific course at a specific school: math is penalty a general subject, but Math 301 is your guide to writing quality research papers a particular course. On The Penalty? Similarly: Department of Computer Sciences vs. a computer science department, the president vs. President Bush. When in doubt, use lower case. Avoid contractions Contractions are appropriate only for conversational use and for informal writing, never for technical or formal writing. Hyphenate phrases only when otherwise ambiguous In English phrases (groups of several words forming a unit), hyphens are used to group pairs of words when the meaning might otherwise be ambiguous.

That is, they act like the parentheses in a mathematical expression. They should normally otherwise be avoided unless they are part of a single word (or the dictionary explicitly requires them), i.e., it is a mistake to use a hyphen where the research, meaning was already clear and papers on the unambiguous. For instance, long adjective phrases preceding a noun sometimes include another noun temporarily being used as an adjective. Such phrases can often be parsed several different ways with different meanings. For example, the phrase English language learners as written means language learners from England, because, by default, language modifies learners, and English modifies language learners. But the thesis about learning, phrase that was intended was probably English-language learners, i.e. learners of the English language, and papers on the death penalty using the hyphen helps make that grouping clear. Note that there would never be a hyphen if the your to writing quality research, same phrase were used after the noun it modifies, because in that case there would be absolutely no chance of ambiguity: a learner of the English language ( NEVER a learner of the English-language; the on the death, hyphen effectively turns the noun phrase English language into statements phonics whole language, an adjective, and a prepositional phrase starting with of the must be completed with a noun, not an penalty, adjective). Note that hyphens are used only in adjective phrases; they are not needed after an stuart hall essay, adverb (and are therefore incorrect). An adverb explicitly modifies the adjective immediately following it, never a noun. For instance, a quickly dropping stock cannot possibly be mistaken for a quickly dropping-stock, because adverbs like quickly cannot modify a noun phrase like dropping stock, and papers on the death so quickly clearly must modify dropping. In general, there should never be a hyphen after an adverb ending in ly, though hyphens are sometimes necessary after some non-adverbial ly words like early (as in the correct examples an early-rising rooster or an early-rising English-language learner).

You may want to search through your finished document for essay league ly-; nearly all examples of those three characters in a row will be mistakes. In some very complicated phrases, two levels of grouping can be achieved using an en dash, i.e. On The Death Penalty? a slightly longer dash than a hyphen. For instance, a language-learning--associated problem would be a problem associated with language learning; the hyphen groups language and learning, while the en-dash -- connects language learning with associated. Without hyphens or without the en-dash, the essay, phrase would be quite difficult to papers on the death penalty, read. Thesis About From? But in such cases it is papers on the death penalty often clearer just to reword the format research paper, sentence to papers on the penalty, avoid the format, ambiguity, as in on the death penalty, a problem associated with language learning. In cases where the word grouping is quite obvious because the essay league, pair of words are so often used together, the hyphen can be omitted even when it would strictly be required to avoid ambiguity.

For instance chocolate chip cookies is unlikely to be misread as chocolate chip-cookies, despite that being the literal interpretation, and so the hyphen can usually be omitted from chocolate-chip cookies. In general, you should hyphenate a phrase when that particular sentence would otherwise be ambiguous. In any other case, even a nearby sentence containing the same phrase but e.g. after the noun it modifies, you should leave out the hyphen. I.e., the hyphen is not a property of the phrase, but of how you are using the phrase in the sentence. American vs. Papers On The Death Penalty? British English I myself am American by birth, despite lecturing in a British university, and research paper mla I use American spellings by default (e.g. organization, not organisation). Authors are generally free to use whichever spelling they prefer, although publishers will often change the spellings to make e.g. all the on the death, papers in a certain edited volume use the same conventions. Thus please do not hesitate to changes essay, use whichever one of the (correct) spellings you are more comfortable with, as long as you keep it consistent throughout the document. Formatting and papers on the grammar rules When in doubt about grammar or page format, researchers in format mla, psychology and papers death computer science generally follow the hall essay, APA style guide; biological fields use similar standards. Unfortunately, you do have to pay for the APA guide, though it is now available in a less-expensive electronic edition. Pay attention to how your document looks Use readable, clear fonts and reasonable margins, following the typical format used for similar documents.

If your word processor cannot make the on the death penalty, spacing regular between words (e.g. From? most versions of Microsoft Word), turn off right justification. Poor spacing makes the page look jumbled and papers on the penalty seem incoherent, even if the writing is not. Nearly all formal writing should simply be stapled --- anything else looks unprofessional. For instance, using a fancy cover and binding for a short paper or report is distracting and makes it difficult to photocopy the paper; such binding is necessary only for long papers that a staple would have trouble keeping together. At the opposite changes essay extreme, it should be obvious that folding one corner is not an acceptable substitute for a staple. Authors are authors, not writers The people who perform a scientific study are called authors, never writers, even though the results are presented in a written paper. Scientific authorship includes much more than the actual writing, and some authors may well not have written any word in the paper. Use last names Never refer to the authors by their first names, as if they were your friends. They are not, and even if they were, it would be inappropriate to draw attention to that circumstance. On The Death Penalty? Except in thesis about learning from mistakes, unusual cases to avoid ambiguity or to on the penalty, discuss specific people (e.g. the original founders of a field of research), first names are not even mentioned in the body of thesis statements is better a scientific text; the last names are sufficient. Author names are keys -- spell them properly In academic writing, an author's last name is papers on the like the key in a database lookup -- if the name is misspelled (e.g.

Davis for Davies), your reader will not be able to locate works by essay that author in the library or online. Moreover, it is extraordinarily impolite to misspell someone's name when you are discussing them; doing so shows that you have not paid much attention to them or their work. So you should make a special effort to spell author names correctly, double and triple checking them against the original source, and ensuring that you spell them the same way each time. Use appropriate pronouns Use appropriate pronouns when referring to the authors. Death Penalty? If there are multiple authors, use they or the stuart essay, authors or the authors' last names, not he or the author. Papers? If there is your to writing quality papers only one author and on the you can determine the gender with great confidence, you may use he or she; otherwise use the author or the author's last name.

Referring to other texts Use double quotes around the title of an article when you refer to it in the text. Italics are reserved for books or other works of similar length. Avoid underlining altogether --- underlining is stuart hall just a way of papers penalty indicating that handwritten or typewritten text should be typeset in italics, and is thus inappropriate when italics are available (as they are on any modern word processor). Be very precise when discussing an author discussing another author For better or worse, academic writing often devolves into discussions of what one author said about another author. If commenting on such controversies, you should be extremely careful about using ambiguous terms like his, the author, etc. Very often your reader will have no idea which of the about learning mistakes, various authors you are referring to, even though it may be clear to you. When in on the death penalty, doubt, use the actual last names instead, even if they might sound repetitive. Avoid footnotes Footnotes should be used quite sparingly, and should never be used as a way to avoid the hard work of thesis statements is better than language making your text flow into papers on the, a coherent narrative.

Only when something genuinely cannot be made to fit into the main flow of the text, yet is somehow still so important that it must be mentioned, does it go into a footnote. Avoid direct quotes In scientific (as opposed to literary or historical) writing, direct quotes should be used only when the precise wording of the original sentences is important, e.g. if the work is so groundbreaking that the words themselves have driven research in this field. In nearly every other case, paraphrasing is format research paper mla more appropriate, because it lets you formulate the idea in the terms suitable for papers on the death your particular paper, focusing on the underlying issue rather than the way one author expressed it. Be careful with arguments about grammar If you are going to criticize the grammar or spelling of an author in writing, you should be extraordinarily careful to quality research papers, verify that you are correct. Papers On The Death Penalty? Reading a long rant from an league, American about how a person of British upbringing has supposedly misspelled words like utilisation, or vice versa, can be quite painful. There is no need to mention explicitly reading the paper A lot of papers students use phrases like while reading this paper, I . and learning from In this paper the on the, authors . . Try to avoid this redundancy. If you use the word author you need not also use paper, and vice versa. Similarly, it is clear that whatever you discovered about the arab essay league, paper, you discovered while reading the paper; we do not need to be reminded of this.

Academic writing is always about on the death penalty papers and authors, and thus those topics should only be discussed when they are relevant. Discussing existing work Whenever you bring up an existing piece of research, whether it is your own or someone else's, there is a standard way of doing it properly. First you say what the research showed, then you say what its limitations are, and then you say how your own work is your quality research going to overcome those limitations. Penalty? I.e., say what has been done, what has not been done, and how you are going to do some of what has not been done. If you are doing a literature review rather than an original research paper, you just describe what you think should be done, rather than what you plan to do. Unless you want to make an enemy, you should always mention something positive about your guide quality papers existing work before exploring the limitations, and you should always assume that the person you are discussing will read what you wrote. Of course, sometimes there is a good reason to make an enemy, e.g. to draw attention to death, yourself by school attacking someone famous, but you should be sure to on the death, choose your enemies wisely. Discussing proposed work In a research proposal, it is never acceptable to announce only that you are planning to study topic X. In the context of research, studying is a vague and unbounded task, with no criterion for success and no way to statements is better than whole language, tell if you are getting anywhere. Studying is something you do in a course, where someone can tell you what to papers death, focus on and can test you to see if you got the right answer; research is not like that. In research, you need to spell out the specific questions you are going to try to answer, the specific phenomena that need explanations, and so on to writing quality -- it's up to you to define the question and the methods, and until you've done so, it's not research, just idle speculation. Discussion/future work In the papers death penalty, discussion sections of a research paper, be sure to discuss all topics that the audience expected to see in statements is better whole language, the paper, even if you yourself do not believe them to be relevant.

The reader is more likely to assume that you have been sloppy about on the death penalty your literature review than to assume you knew about the school changes essay, work but believed it not to be relevant. Papers On The Death? Page restrictions can help here --- they provide a good excuse for omitting topics that you do not believe to be relevant. In a longer article or thesis without page limits you have no choice but to address the issue and explicitly state why the topic is not relevant despite the common belief that it is. Bibliographies Students often seem to think that bibliographies are mysterious, tricky things with rules far too complex to understand or remember. Although there is a vast array of different bibliographic formats, the your guide papers, underlying principles are actually not complicated at all. Simply put, all bibliographies must have a certain basic minimum standard of information in order to fulfill their function of allowing people to locate the specific item of reference material you cite. In particular, every bibliography entry needs an author, date, and title, every journal article absolutely must have a volume and page numbers, and every conference paper must have the title of the conference proceedings, the page numbers, and papers on the some indication of stuart who published it. Without having every bit of this basic information, there is no way to on the death, be sure that readers can find the one specific article that you are discussing. Conversely, you should not include anything not necessary or useful for locating the article, such as the cost of reprints. Essay? As long as the correct information is included, there are many acceptable bibliography formats, though note that in on the death penalty, all cases each entry ends in a period.

Citations The bibliography or reference list in an academic paper must consist of precisely those sources that you cite in the text, without any extra sources and without omitting any. Format Research? Each citation must provide enough information for the reader to find the papers death, correct source in the bibliography; beyond that, any number of citation formats will do unless there is school changes some specific standard you are told to follow. One common approach is to papers death penalty, use author-date citations like (Smith, Wu, and Tong 2008), but other approaches such as numbering the bibliography entries and then using bracketed or superscript numbers are also fine. If using numeric citations with brackets, note that there must always be a space before the first bracket, as in . known [1], ( not . Guide To Writing Quality? known[1]). If using author-date citations, you must remember that any item in parentheses does not exist , as far as the grammar of the sentence is concerned, and thus it cannot be used as part of the penalty, sentence.

Thus the rule is thesis statements phonics language simply to put the papers, parentheses around the part that would be acceptable to about learning, omit when reading aloud, as in Carlin (1972) showed that. Papers Death? or . Changes? as seen in rats (Carlin 1972). Death? ( not (Carlin 1972) showed that. and not . as seen in rats Carlin (1972).). It is usually best to format research, have only a single level of parentheses, because multiple parentheses start to distract from the papers death penalty, main text. Thus I would prefer has been established (but for a counterexample see Johnson, 1905) to has been established (but for a counterexample see Johnson (1905)). I and we Writing standards disagree about research paper whether to use I and we (and their various forms) in academic work. Some argue that those personal pronouns distract from what should be objective and scientifically valid without recourse to any particular speaker, or even that they just do not sound scientific. Others argue that omitting I and we results in awkward, passive sentences rather than direct We did X sentences.

Personally, I believe that academic writing should use personal pronouns whenever what is papers on the penalty being reported was an guide to writing research, arbitrary and specific choice made by a human being, or for opinions or personal judgment, precisely because these pronouns emphasize that a human was involved in the work. When reporting universal scientific facts or observations, I would not use personal pronouns, because any reasonable observer would have reported similar results and on the death thus there is guide quality research no need to emphasize the role of the authors. Thus, personally, I believe that I and on the death we have their place in academic writing, i.e., to your to writing quality, emphasize the human element where appropriate; in other circumstances I would discourage their use. Please note that I happen to papers on the penalty, disagree with a few of the rules commonly accepted for English text, and in thesis statements phonics is better language, the text on this page I happily use my own rules instead. You might wish to follow the papers on the penalty, accepted usage in such cases, though I would much rather everyone used my own much better rules as listed below.

If you do agree to join my one-man campaign to papers, fix the English language, I cannot accept any responsibility for points deducted by less enlightened folks. On The Death? :-) Punctuation after quotations In American English (and in some cases for British English), punctuation following a bit of quoted text is traditionally placed inside the quotation. However, I consider that rule an egregious violation of the whole notion of quotation, i.e. an is better, obvious bug in the English language. For example, if I am quoting someone who said that life is hard, I always put the comma outside the quotation mark because they themselves did not necessarily have a pause when they said it; in papers death penalty, fact, they probably had a full stop (which would be written as a period). Accepted American usage is to about learning mistakes, write life is hard, but the computer programmer in papers on the, me just cannot be convinced to make such an format research, obvious semantic error. Spaces around dashes An em-dash is a long dash, longer than an death penalty, en-dash and format research a hyphen. The traditional formatting for an em-dash does not use any spaces, as in life is hard---then you die. However, I myself much prefer to on the death penalty, put a space before and after the dash. About Learning From Mistakes? Without the on the death penalty, spaces the dash appears to be connecting two words like hard---then, which makes no grammatical sense. Grammatically, the function of the dash is to separate and connect phrases or clauses, not words, and thesis statements I prefer to on the death, make that visually clear by putting spaces around the dash. Again, in mla, my opinion the accepted usage is a bug in the language.

Dangling prepositions Officially, it is an error to end a sentence with a preposition, as in they arrived at the place they were heading to. Papers Death Penalty? However, in practice it is often very difficult and awkward to reword sentences to research paper, avoid dangling prepositions. Thus I consider this rule to papers on the death, be optional at best. Serial commas In Britain and some other less-enlightened countries, the comma is often omitted before an 'and' in a list. For instance, they will write of ham, chips and eggs, rather than ham, chips, and eggs. I consider this an appalling, confusing construction, because it meaninglessly groups the last two items in the list together. Lists are generally meant to be collections of equals, so there should be just as many separators between chips and eggs as between ham and chips. In many cases, omitting the serial comma is ambiguous. Moreover, in statements is better than whole, the very rare case where adding the penalty, comma is ambiguous, the mla, sentence should be rewritten anyway.

Oxford University Press, at papers death, least, agrees with me; see the Wikipedia serial comma entry. Again, this insistence on using appropriate syntax is probably driven by the computer programmer in me, but I think all right-thinking people should be offended whenever a serial comma is omitted. Commas after i.e. and e.g. Many grammar books state that a comma is always required after i.e. and arab league e.g. used in a sentence, as in sentences often contain spelling errors, i.e., words spelled incorrectly. The inspiration for this rule is that such abbreviations should be mentally expanded to the English translation of the Latin phrase for which they stand (i.e. translating to that is, and e.g. translating to for example, which in itself is an papers death penalty, important distinction to know). However, these terms come up very often in to writing, formal writing, and in many cases I consider it inappropriate to papers death penalty, add symbolic pauses (i.e. commas) around them. Your Guide Research Papers? Such pauses break up the flow of the sentence, and modern readers treat the abbreviations just as they would any other word, without internally translating them to Latin phrases and then English phrases. Thus in many cases I prefer to on the, omit the statements phonics than language, comma after the abbreviation, and sometimes also the one before it. Some people, even more pedantic than I, disagree. This document is in the public domain. You are free to copy it, redistribute it, modify it, or use it for death any other non-fraudulent purpose.

If redistributing a complete copy or a lengthy excerpt, please (1) retain this notice, (2) clearly mark the your guide to writing research papers, original author, and papers on the penalty (3) clearly mark any changes that you make as your own and not those of the original author.

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Curriculum Vitae for Peter Roger Alsop, 2015. Name: Peter Roger Alsop. Address: 14 Perry Street Alphington Vic 3078. Home: + 61 3 9489 1635. Work: + 61 3 9035 9387. Mobile: +61 414 246 943. Personal: Australian citizen.

2014: Graduate Certificate of University Teaching (University of Melbourne) 2011: PhD, School of on the death Communication and school essay Media (Royal Melbourne Institute of papers death Technology) 2001: Master of Arts, Composition (La Trobe University) 1993: Graduate Diploma of to writing Music Technology (La Trobe University) 1992: Bachelor of Arts, Music and papers death penalty Drama (La Trobe University) Professional and educational aspects of my career are based on exploring, developing and integrating the conceptual and technological processes of school a wide variety of art forms and penalty art making, with focus on music and statements phonics is better whole sound art, and death interactive arts. Over the past twenty-five years my practice has included collaborative and solo works spanning interactive, sound, musical, performance, visual, and community art. 1999 – current: Lecturer in Sound, Research and arab essay league Higher Degree coordinator; Faculty of papers death penalty Victorian College of the Arts and Music (VCAM), (0.6 from 2006, full time 1999-2005) Development, review and delivery of undergraduate, postgraduate, and research courses; committee memberships (research, ethics, design, performance/project development, and teaching and thesis statements phonics language learning committees); academic research/professional practice; and maintaining knowledge of, and research in, current industry practices and processes. · Creation and delivery of the on the Interactive Art Media breadth/elective courses.

· Development of Master of school changes essay Fine Arts and PhD courses. · Creation and delivery of the Master of Sound Design by papers on the death, Research (now incorporated into the VCA Master of stuart essay Fine Arts) · Creation and delivery of the on-line course Sound Design Skills. · Creation and delivery of the interactive composition components of the Music Composition course in the VCA School of Music. · Member of the VCA Research and papers on the Research Training Committee. · Inaugural Chair of the essay league VCA Human Research Ethics Committee from on the death, 2005 to paper mla 2009. · Developing under-graduate courses in Production with colleagues. · Developing the Post–Graduate Diploma in Production courses with colleagues. · Forming and maintaining industry connections across diverse areas of the arts, including education, recording, performance, and community; and areas of on the penalty interactive arts and the art/science nexus.

· Developing and maintaining connections between the league various schools at the VCA and the broader UoM. 2008 – current: Box Hill Institute (BHI): casual lecturer in music technology. Key responsibilities: development, review and delivery of the papers penalty Production Styles and Advanced Tracking classes in the Music Degree and Advanced Diploma of Music Industry courses for format paper mla, first, second, and on the penalty third year students. Key achievements: collaboratively developing popular complementary courses in school changes essay, music recording and production, and membership of the Box Hill Institute Music Course Advisory Committee and papers death penalty Higher Education Board of Studies. 2011 – Performative Architecture Studio/Creative Computing Workshop; Faculty of Architecture, Building Planning, UoM (casual lecturer) Key Responsibilities: Development and delivery of subjects in conceptual and technical skills in interactive audio and video installation. 2006 – 2007: Northern Metropolitan Institute of Technology (NMIT): casual lecturer in statements than whole language, Theatre Production and Computer Music. Key responsibilities: delivery of courses developed by the NMIT staff and course advisory committee, co-ordinating delivery of the courses with other staff members.

2000:Monash University School of Music: Casual Lecturer in Music Production. Key responsibilities: delivery of papers penalty lectures in Music Production Processes to format mla Composition students. 1995 – 1999: La Trobe University Music Department: Tutor in Interactive Computer Music, Tutor in papers death penalty, Harmony. Key responsibilities: tutoring in tonal harmony and in interactive computer music processes for composition, music history and format research paper music technology students , to complement lectures in those subjects. ACADEMIC PUBLICATIONS AND CREATIVE ACTIVITIES. My publications are mostly in the area computer based music and on the the interactive creation of statements than language multimedia works, discussing creative techniques, processes and outcomes.

These papers fit required Traditional Research Output standards as conference presentations published in penalty, peer reviewed proceedings. My creative activities range through music, sound art, interactive art, visual art, community projects, film, and web based collaborative works. These activities have been collaborative, taking roles including artistic director, technical advisor, working to assist other artists achieve their vision, and as a sole artist. A comprehensive listing of thesis learning from my academic and creative activities is found in on the death, the following pages. RESEARCH HIGHER DEGREE SUPERVISIONS.

· Natalie Grant, co supervisor. · Camille Robinson, principal supervisor. · Travis Cox, principal supervisor – under examination. · Vincent Giles, principal supervisor. · Elnaz Sheshgelani, principal supervisor.

· Nadja Mott, co supervisor. · Juliana Keller, principal supervisor. · Myfanwy Alderton (co-supervision) · Cobie Orger (co-supervision) Current Master of Sound Design by Research. · Ben Weisner, – under examination.

Completed Master of Sound Design by thesis than, Research. · Mark Pedersen: Sound Labyrinth: Exploring the Embodied Sublime Through an Immersive Audio/Visual Installation . 2014. · Peter Farnan: Distilling an Essence: the papers death penalty Structuring of the Recorded Pop/Rock Song Form. 2014. · Tisara Munasinghe: Sounds from the format research mla past : an audio artwork developed from on the penalty, memories of Sri Lankan emigrants in contemporary Melbourne . 2013. · Luke Harralampou: And Their Lungs Reflect What the Sun Means to Them. 2012. · Darren Steffen : Simple subtle sustained waveforms and paper mla the notion of on the death comfort in a new approach to stuart hall creating an immersive, interactive sound installation . 2012.

· Elisabeth Viggers : Connections: nothing exists in papers on the, isolation . To Writing Quality. 2011. · Robert Stewart : SoundNode: a prototype user interface for sound design in papers penalty, performance environments . Mla. 2010. · Kahra Scott-James: Narrative aesthetics – sound design in story development: a case for pre-auralvis . Papers Death Penalty. 2014. · Paul Fletcher: An abstract narrative form of film: can an hall essay, abstract form of death penalty film successfully include elements of the concrete representation based narrative film form? 2009. · Olena Federova (PhD) · Lynn Thompson (PhD - completed) · Andrea Meadows (PhD) · Katherine Edwards (MFA - completed) · Belinda Woods (PhD - complete) REFEREED PUBLICATIONS (Conference/Symposia Proceedings and Journals) · Interpreting Data: Re-contextualizing Data to essay league Develop Approaches to Musical Composition - Vincent Giles, Roger Alsop – Korean Electro-Acoustic Music Society's 2015 Annual Conference (KEAMSAC2015) · Integrating Composer/Improviser’s Actions in papers death penalty, the creation of an thesis mistakes, interactive and provocative composition system – Korean Electro-Acoustic Music Society's 2015 Annual Conference (KEAMSAC2015) · In and Out, Over and papers penalty Under: AN INTERACTIVE AUDIOVISUAL INSTALLATION RESPONDING TO PERCY GRAINGER’S FREE MUSIC AND THE GRAINGER MUSEUM – 2015 International Computer Music Conference, Texas. · Sublime: An Open Approach To Collaborative Performance – Travis Cox, Roger Alsop - Australasian Computer Music Conference (ACMC), Victorian College of the Arts, 2014. · TWITCH: translating microscopic fast motion to a musical composition – Roger Alsop and essay Peter Myers, 2014 (published through ANAT/CSIRO) · Gesture, sound and on the penalty place. – ISEA2013 proceedings – Roger Alsop and arab essay Mark Pedersen (MSD student), 2013. · SPEECH: creating a virtual audio-visual artwork – International Computer Music Conference, Perth 2013. · An Approach to Feature Extraction of Human Movement Qualities and papers on the Its Application to Sound Synthesis. – Mark Pedersen and Roger Alsop – ACMC, Queensland University, 2012.

· FLUIDITY – WE ARE WATER: THE DEVELOPMENT OF AN IMPROVISED AUDIOVISUAL PERFORMANCE – Water Issues Relating to Environmental Landscape Sustainability’ World Water Day, IRESA, Universite de Sousse, Tunisie, 2012. · As parts of a recomposition of school essay social meaning that transcends previous modes of classification – Autopsya, 2012. · ActionA/V: An Improvisatory Process For Translating Movement to an Audiovisual Outcome – ACMC, Australian National University Canberra, 2010. · The Trouble with CARE: Creative Arts and Research Ethics – Australian National University (Publisher), B. Bolt, R. Vincs, R. Alsop, M. Sierra, G. Kett 2010. · Diversionary Space Project at papers death penalty Royal Melbourne Hospital Short Term Dementia Ward – Darren Steffen (MSD student) Roger Alsop; UNESCO Observatory 2009 e-journal. · Sound Design Skills: exploring a blended learning environment for arab essay league, developing practical and papers death penalty conceptual skills – Roger Alsop and Marsha Berry; Media Arts Scoping Symposium (MASS) Proceedings, VCAM, Melbourne, 2009. · Integrating Text Sound And Vision in about, an Interactive Audio Visual Work – International Conference on Music Communication Science, University of on the New South Wales, Sydney , 2007. · The biggest shed in the world: an approach to stuart essay computer enhanced creativity – ACMC, Australian National University, Canberra, 2007. · Weaving Relationships Between Sound and Image in Improvised Performance – Roger Alsop Paul Fletcher (Master of Animation student); ACMC, Adelaide University, Adelaide , 2006. · Compositional Processes in Developing Poly-Media Performance Works – (ACMC) Edith Cowan University, Perth , 2003.

· The Ineluctable Modality of the Audible: Exploring the sound worlds of James Joyce’s Ulysses – World Forum of papers on the death Acoustic Ecology Symposium, VCA , Melbourne , 2003. · Teaching Electro-Acoustic (EA) Composition to the Uninitiated ACMC Queensland University of Technology, Queensland, 2000. · Exploring the Self Through Algorithmic Composition – Leonardo Music Journal, Vol 9: 1999; MIT Press. · Personal Expression Through Algorithmic Composition – ACMC, ANU , Canberra , 1998, also published in the e-journal Mikropolyphonie. · An Approach to arab essay Making Music From Speech – Winner of the New Music Australia Prize for Music and on the death penalty Writing: 1993. This paper was expanded and presented at arab Synasthetica '94, ANU, as Making Music From Speech. ACCEPTED REFEREED CONFERENCE PAPERS.

· Transforming Art: Processes for Developing Audio-Visual Works – Sounding Out 5 conference, Bournemouth University, 2010. · Realtime Integration of Sound, Image and papers death Text in format, Creating Performance , a three day artist in residency was associated with this paper – Theatre Noise Conference, Central School of papers on the death Speech and learning from Drama, University of London, 2009. · Crossing Media in on the death, Practice: Improvisation Across Art Forms – Third International Congress of Synesthesia, Science and thesis about from mistakes Art 09, International Foundation Arteciudad / artecitta, Granada, 2009. Amounts are rounded to penalty lower $1000. Architecture, Building and phonics Planning Project Seeding Grant, internal MSD grant. Near Miss Funding Grant, internal VCA grant. Internal VCA funding for the 2014 Australasian Computer Music Conference, provision of venues and on the death speaker fees. About. Cash and In Kind. Let Me Count The Ways – Arts Victoria/VCA.

My Wonderful Everyday – Vic Health. Behind the Scenery – Royal Botanic Gardens. SELECTED RECENT CREATIVE WORKS 2015 to 2000. ICIA – KEAMSAC: Seoul. Flow2000 – KEAMSAC: Seoul.

usedlost – Sound Kitchen: Prague Quadrennial 2015. Vespers’ Bells – Tilde New Music Festival Melbourne. Let Me Count the Ways – Collaborative web based work. Who’s That Girl – short film: music, atmos, dialog and foley. GreenPress – sound - youtube advertising/information for the GreenPress cafe. Bubble Muffin – sound - pilot and death penalty pitch for ABC children’s show. Wall – Audio Visual work; seensound, Melbourne. Infundibular – Dancehouse; 2014 Fringe Festival (Artistic Director) In and Out, Over and school changes essay Under – NiteArt at the Granger Museum, interactive installation. Motion 5 – Australasian Computer Music Conference, Melbourne 2014.

Substation workshop (Exploring improvisations in Music Dance and technologies) Tilde New Music Festival (Live Guitar Improvisation and Recorded performance of piano works Ambit Improvisations 1) SPEECH – International Computer Music Conference, Perth 2013. ActionA/V SoundLabyrinth – interactive audio workshop presented at papers on the death penalty ISEA2013 Sydney with Mark Pedersen. Motion 4 – Audio Visual improvisation with Brigid Burke (clarinet); seensound, Melbourne. Fluidity: We Are Water – Improvised audio visual work; Water Issues Relating to Environmental Landscape Sustainability’ World Water Day. ORB – Audio Visual work; seensound, Melbourne. A GENTLE COLLAPSING – Audio Visual work; seensound, Melbourne. Takutsubo – Australasian Computer Music Conference, Queensland University.

Uploading the Goddess – Sound Design Composition. Husk Theatre. Das Shoku Shake – 45downstairs – Melbourne Fringe Festival. Waiting for Godot – La Mama (remount) Luminescence – Music for Imagined Dances; Dance Massive, Dancehouse. Little Con – improvised performance; Cecil Street Studio. Empty – improvised performance with performer Annmaree Ellis; Studio 202. My Wonderful Everyday – web based audio work funded through VicHealth, Technology, Arts and essay league Social Connection Scheme (TASC) grants program. Cook: an exploration – video system design and programming; La Mama. Waiting for Godot – sound design; La Mama Theatre.

Angels – visual work; White Street Project. I know what you did – interactive video work; White Street Project. Alphington Wetlands Festival – audio system design and mixer (also 2005, 2006, 2008) Undue Noise 3 – interactive video and sound improvisation with Paul Fletcher; Castlemaine. the GO SHOW – sound design, multi location performance event; Melbourne International Arts Festival; (MIAF) Behind the Scenery – web based audio work created as Artist in Residence; Royal Botanic Gardens Cranbourne. Yelling at Stars – mentor/project development/interactive programming; Next Wave Festival. Pole – audiovisual work; Geek Chic at Loop, Melbourne. Artist in Residence, Federation Square – interactive audio works. White Spider – musical composition; MIAF. 5 – multimedia work – (ACMC) ANU; Canberra.

Yelling at Stars – development phase mentor. Yellow Wallpaper – sound design; Malthouse Theatre. Grand Union Orchestra – sound design and mix; Festival Melbourne2006 and papers on the death Stonnington Jazz Festival. phoFAUX gallery opening – composition/sound design; Footscray. Dreamlake – interactive music and video performance; with Paul Fletcher, Bendigo. Once Upon A Time – audio composition; Empirical Soundings, Bendigo.

Wetlands Mix – Alphington Wetlands Festival and City of Yarra Commonwealth Games opening. Ambit – audiovisual work; (ACMC) Adelaide University, Adelaide. Local Migration – video/installation work; with Hoang Tran Nguyen, Big West Festival. Grand Union Orchestra – sound design and mix; Malvern Town Hall Melbourne International Jazz Festival. Sixteen Words for school, Water – sound design/composition; Courthouse Theatre. Yellow Wallpaper – sound design; The Storeroom Theatre. Wetlands Mix – audio composition; Alphington Wetlands Festival.

Pillage – musical composition; One for papers on the death penalty, the Love of God (compact disc book) Ngee Ann Polytechnic, Singapore. the eclipse re-emergence of the oedipus complex – a film by Stewart Home – sound recording and editing. Grand Union Project – sound design and mix; Melbourne International Jazz Festival, Chapel off Chapel; Eureka Festival, Ballarat. Saint Mark’s Passion – sound design; Trades Hall Theatre. Tet Festival – sound design and mix; Richmond City Council. The Three Interiors of hall Lola Strong – sound design; 45Downstairs Theatre. Grand Union Project – sound design and mix; The Loft. Cycle – musical composition; Electric Rainbow Coalition Festival, The Bregman Electronic Music Studio; Dartmouth College, New Hampshire.

Shoes’ – multimedia composition; e*mergence, PICA, Perth. Secrets of the on the penalty Hidden City – sound design; Melbourne Museum. Krapps Last Tape – sound design; La Mama Theatre. Moon Lantern Festival – sound design and stuart hall mix; Richmond City Council. Tet Festival – sound design and mix; Richmond City Council. Remembrance of Things Past – sound design; VCA School of papers on the death Drama (MIFA) Playback – multimedia composition with choreographer Don Asker, VCA School of essay league Dance. How Can We – multimedia composition; Clubelectronische, Melbourne Fringe Festival. Improvisations – collaborative performance; Danceworks, Melbourne Fringe Festival. Scenes of the Future from the papers Past – sound/spatial design; Not Yet It’s Difficult (performance group), Office Space Car Park, Melbourne.

Springtime – sound design; Griffin Theatre, Sydney. The Three Interiors of school changes Lola Strong – creative development phase. The Rice Paddies – sound design/composition; Melbourne International Festival of the death penalty Arts, Maribyrnong Big West Festival. The Wall – creative development phase. HamletMachine – composer/sound design; Adelaide Fringe Festival.

Portrait of hall essay [Dora] – composer/sound design; La Mama Theatre. Bega Arts Festival Opening – composer/sound design, Bega. Place and on the death penalty Memory – creative development phase, Melbourne Museum. Under an open minded sky – composer; with text by changes essay, poet Felix Nobis, Hawthorn Town Hall and the Australian Computer Music Conference, Melba Hall. In the papers death company of arab friends – composer; SAMTV (channel 31) program Portraits of papers on the death penalty a Composer. Sea Visions – composer; Gabriella Smart (piano) performed in Hobart, Burnie Melbourne. Reflex – composer; Linden New Music. Victoria University postgraduate performance student Annmaree Ellis in developing interactive improvised performance skills. Format. 2010.

Victoria University postgraduate dance student Anna McLean in designing interactive performance systems. 2008. Performer Willoh S. On The. Weiland through the SPARK program, provided by Youth Arts Queensland; this project resulted in format paper mla, the Yelling at on the death penalty Stars performance, performed on the closing night of the 2008 Melbourne Fringe Festival at the Myer Music Bowl and format research paper mla 2015 MONAFOMA. On The Death Penalty. 2006. SELECTED AUDIO RECORDING EXPERIENCE.

Wakulpa – Luke O'Neill; winner, 1994 ABC Radio National Melbourne Fringe Music Award. Kagome – Nadoya Music and Dance Company; digital editing and thesis is better whole mastering. Driftwood – Anne Norman and Michael Livett; digital editing and death mastering. The Tempest – Peter Tahourdin, recording and mastering, for school changes, the Australian Opera. Box Hill Institute Higher Education Board of Studies. Box Hill Institute Music Degree Course Advisory Committee.

Editor – Journal of Fine Arts and papers death Aesthetics. Referee – New Interfaces for Musical Expression 2016. Referee – Digital Creativity Journal 2015. Referee – Digital Humanities Conferences 2011 to to writing quality research papers 2014. Referee – Australasian Computer Music Conferences 2007 to papers on the 2011, 2014. Referee – Media Art Scoping Study proceedings 2009. Editorial Panel – Second Nature: International journal of creative media.

Co Organizer and referee for 2014 Australasian Computer Music Conference (Melbourne) Co Organizer and hall essay referee for 2002 Australasian Computer Music Conference (Melbourne) Co Organizer and referee for 2003 World Forum of Acoustic Ecology Symposium (Melbourne) VCA School of Production Indigenous Liaison Officer 2002 to 2004. Research assistant to Professor Richard Vella, La Trobe University Music Department, 1998 - 1999.

International Organisation of Scenographers, Theatre Architects, and penalty Technicians (OISTAT) Sound Working Group. Electronic Music Foundation (EMF) Multicultural Arts Victoria. Australian Network for Art and Technology (ANAT) Australasian Computer Music Association (ACMA)

International Computer Music Association (ICMA) Greenroom Contemporary and Experimental Performance Committee. Human Computer Sciences Network (HCSNet) ISM and CHASM; The Frog Peak Music Collaborations Project, (compact disc)

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