Constitutional Conventions in the Distribution and Regulation of Power in the British Constitution Free Essay Example, 3250 words

The author of the paper states that constitutional conventions are the more informal ways in which politics are being practiced which have been implicitly sanctioned and accepted through the passage of time that they became expected ways of doing things. They are the informal rules which bridge the gap between constitutional formal theory and the practical realities of politics and have been described as the general agreements among public men about the rules of the game to be borne in mind in the conduct of political affairs. They exhibit the following characteristics: binding although non-legal in the sense that they have no legal basis which is enforceable in courts; created or changed not through legislation or common law; their enforcement is through political rather than legal sanctions, and; not put into writing. In the UK, in which there is no written constitutional law, constitutional conventions became the norm rather than the exceptions. They are, therefore, central t o British politics. In the distribution of powers in the government, constitutional conventions govern and prevail. A sovereign, for example, is expected to wield vast powers in the legislative and administrative arena, which implies that he/she could exercise the prerogative to dissolve the Parliament, appoint the highest of the government officials and even refuse to grant assent to Parliamentary bills. We will write a custom essay sample on Constitutional Conventions in the Distribution and Regulation of Power in the British Constitution or any topic specifically for you Only $17.96 $11.86/page

Writing Style Used Mla - 912 Words

Name: Thu Hoai Nguyen Writing Style Used: MLA Course and Section Number: THEO 202- D13 Hamartiology: The Problem of Evil Hamartiology, also known as the doctrine of sin, has been debated for centuries due to the confusion about the existence of evil in the world God created. This doctrine is more than an explanation for the problem of evil, but it affects our relationship with our all-powerful, all-loving God. The problem of evil, indeed, is an issue that objects to the belief of God s existence. Being the label for a series of problems involving God and evil, evil is seen in many different situations and getting worse nowadays (Elwell 413). Evils, such as crimes, disasters, and diseases, still happen in our fallen world. Atheists†¦show more content†¦Moreover, curses fall over all creations causing the natural evil. The answer why evil exists in our world still has not been found; however, there are various views of theodicy that try to explain this doubtful question. Gottfried Leibniz believes that God is obligated to create the best (Elwell 1185). In short , humankind is created in the image of God, as can be seen in the quote: So God created man in his own image, in the image of God he created him, male and female he created them (Gen 1.27). Additionally, the Eden garden that God created in the first place for Adam and Eve seems like a utopia, a perfect world which has everything (Gen 2.10-14). However, his theodicy is somehow lacking in persuasiveness as it also means that the best possible world must contains moral and natural evil. John Hick suggests the soul-building theodicy: God s intent in creating man was not to create a perfect creature, but rather to create a being in need of moral development. Even though his system seems to answer the problem of evil, it means that the world God created in the first place was not perfect. Furthermore, why would people created in His image not be perfect? The free will defense points out that God is not the cause of evil, but the abuse of human free will is (Elwell 1186). Most people agre e with this concept; the only minor thing people might imply is that rather than the choices we areShow MoreRelatedMla vs. Apa1042 Words   |  5 PagesThe main difference between MLA and APA is the fact that you use one or the other depending on the subject of your writing. Usually, APA is used to cite writings that have a social science focus such as Psychology, Business, the Social Sciences, Economics, Medicine, and Criminal Justice and Law. On the other hand, MLA is often used to cite writings that have humanity focus such as Literature, Mass Communications, and Media. This is about all I knew on the subject so that is where my research cameRead More stem cell ethics Essay1706 Words   |  7 Pages MLA style also specifies guidelines for formatting manuscripts and using the English language in writing and also provides a writers with a system for cross-referencing their sources--from their parenthetical references to their works cited page. This cross-referencing system allows readers to locate the publication information of source material. This is of great value for researchers who may want to locate your sources for their own research projects. The proper use of MLA style also shows theRead MoreAraby and James Joyce1207 Words   |  5 Pagespainstakingly precise writing style can be observed throughout â€Å"Araby† as well. Roman Catholicism, which played a heavy role in Joyce’s life, also does so in the story which is another aspect which makes Joyce’s authorship of the story unmistakable. As a result of Irish heritage displayed in â€Å"Araby† along with evidence of Joyce’s unmistakable writing style throughout and the role of Catholicism in the story, â€Å"Araby† is instantly recognizable as the work of James Joyce. In his writing of Dubliners as aRead MoreEssay On Plagiarism1381 Words   |  6 Pagesthat if plagiarized, could cost you your entire grade for the class. Luckily for you, this paper will provide you with the definition of plagiarism, why you should document your sources, and information and differences between two citation formats, MLA and APA. What is plagiarism?, you ask. Plagiarism is an act of fraud. It involves both stealing someone elses work and lying about it afterward. Wait, did I plagiarize the sentence before? Yes, yes I did. Let’s fix that. The definition of plagiarismRead MoreA Brief Note On Mla And The American Medical Association ( Ama )840 Words   |  4 PagesWriting is very important tools that we can use in studies. In a university they require 101 and 102 take cores. People use different kind of way to write. Some people they are better without take writing classes and some people they have to take classes to become good. We all have some kind struggle somehow. Essay write is not easy because there is lots of rules. If we go fellow rules is not going to be hard at all. I am a not a better writer but when my college professor taught some ideas and rulesRead MoreMy Writing Skills Has Effectively Improved1078 Words   |  5 Pagesclass in the beginning, judge your class at the end of course† . In the beginning of my classes I was very nervous about how to write an essay. However, I believe my writing skills has effectively improved. To be honest, English 101 wasn’t an easy class for me in the beginning. College writing is entirely different from high school writing. I always have trouble with grammar when I write English essays, and it’s harder for me to learn and improve my skills in a short amount of time. I’m a young womanRead MoreImportance Of Plagiarism804 Words   |  4 Pagesavoided if documentation is given for the information that was taken. Documentation can simply be including in-text citations and adding in a works cited. However, correctly and accurately citing sources depends on the type of paper. Documentation in a MLA paper will be different than in an APA paper. With this in mind, there are ways plagiarism can be avoided, and it’s important to see the difference between using personal ideas versus outside sources. Plagiarism can be defined as infringement of copyrightRead MoreImprovements As A Writer And Thinker853 Words   |  4 Pagesnoticed tremendous improvements in my work. My whole thought process and way of viewing topics has changed, giving me a better understanding when I write. In the beginning of the term I ran into many problems in College Writing I for instance, I was not too familiar with writing in MLA format and struggled reaching the page count. I found myself to procrastinate when papers were assigned making my anxiety levels increase. Despite my struggles as a writer and thinker, I learned how to overcome theseRead MoreAnime and Manga632 Words   |  3 PagesWriting Mode: A research paper is a form of EXPOSITORY writing (informs, explains, clarifies, or defines), anchored to researched, cited information. Scoring Guidelines |6 = Exemplary |3= Developing | |5 = Strong |2 = Emerging | |4 = Proficient |1 = Beginning | Reminder: If a student receives Emerging or Developing in any category the teacher must includeRead MoreThe Purpose Of An Excellent Research Paper1339 Words   |  6 Pagesthe sources is always important. There are several steps to creating an excellent research paper. A topic page must be included, followed by the research paper itself, and the sources must be included at the end in a particular form depending on the style. To introduce a research paper, a topic page is included. The topic page consists of eight numbered parts. First, the writer must ask themselves a question. That question presents the issue to the reader and will be answered in the entire research

Investwrite Essay Free Essays

InvestWrite Essay If you need help planning your financial future, then I am the one to help you. Through trial and error, learning from my mistakes, and just getting a better understanding of stocks, The Stock Market Game has greatly improved my knowledge on stocks and has made me an excellent source of information on investing. For the couple that is in their late twenties, I would ask them a series of questions like, â€Å"How much money do you plan on investing? †, â€Å"How long do you have to save? †, and â€Å"Are you willing to take some risks? Since the couple wants to save for their retirement and save up for their child’s college expenses, I would advise that they invest in a variety of stocks. We will write a custom essay sample on Investwrite Essay or any similar topic only for you Order Now First, I would recommend they invest in Sprint stock. With its low current price at around three dollars, they are bound to make some money, especially with the holiday season so close. Another reason they should pick Sprint, is that it is a fairly large corporation, which means that it’s somewhat stable and can benefit the couple in the long and short run. Second, I would recommend they invest in a more pricy stock, Procter and Gamble. Although it’s higher priced, around sixty dollars, this stock comes with dividends and is great no matter the state of the Stock Market. With brands like Bounty, Gain, Pampers, IAMS, and even Pringles, people are never going to stop buying these items just because the Stock Market goes down. That being said, this stock is very stable and will definitely help balance the couple’s portfolio. Third and finally, I would recommend they invest in PepsiCo. With its multiple food related items such as Frito-Lay chips and all the Pepsi related soft drinks, this somewhat pricy stock, is a great way to keep the couple’s portfolio balanced. With the nice addition of dividends, this stock is a sure fire way to make the couple money in the long run. I based my recommendations on a variety of things. I looked mostly to see if the stock price was on the rise or going down the drain. If I didn’t think that it would make money, I didn’t choose it. Secondly, I looked for dividends. Dividends are basically money you get from the company’s earnings for each share of their stock you own. So if the company makes money, then you make money. Dividends are usually found on the higher priced stocks, but re great for long term investors. Thirdly, I went for diversification. You want to keep a diversified portfolio so that if one of your stocks fails, then you have something to back it up. If you keep all of your stocks in one related industry, if one fails, then all of your stocks will go down as well. Fourth and foremost, I thought of risk and reward. Risk and reward are important because it bases what stocks are suitable for which people. Younger people can take a higher risk because they have time to earn their money back if a stock or two fails. Older people have a lower risk because they usually don’t have a source of regular fixed income, so they can’t earn their money back. All of these factors were key when picking my recommended stocks. Through trial and error, learning from mistakes, and gathering basic knowledge, The Stock Market game has helped so much by giving me the essential tools for picking stocks, diversifying portfolios, and overall just making money in the Stock Market. And it is with these tools that I have recommended these stocks to this couple to which I am sure they will meet both of their goals of saving for retirement, and saving for their child’s college. Works Cited â€Å"PEP: Summary for Pepsico, Inc. Common Stock- Yahoo! Finance. †Ã‚  Yahoo! Finance – Business Finance, Stock Market, Quotes, News. Web. 13 Nov. 2011. http://finance. yahoo. com/q? s=pep. â€Å"PG: Summary for Procter Gamble Company (The) – Yahoo! Finance. †Ã‚  Yahoo! Finance – Business Finance, Stock Market, Quotes, News. Web. 13 Nov. 2011. http://finance. yahoo. com/q? s=PG. â€Å"S: Summary for Sprint Nextel Corporation Comm- Yahoo! Finance. †Ã‚  Yahoo! Finance – Business Finance, Stock Market, Quotes, News. Web. 13 Nov. 2011. http://finance. yahoo. com/q? s=s. How to cite Investwrite Essay, Essay examples

Study Skills and Student Performance free essay sample

Study skills and academic performance among second-year medical students in problem-based learning Med Educ Online [serial online] 2006;11:23 Available from http://www. med-ed-online. org Study Skills and Academic Performance among Second-Year Medical Students in Problem-Based Learning Deborah A. Sleight, PhD and Brian E. Mavis, PhD Office of Medical Education Research and Development College of Human Medicine, Michigan State University East Lansing, MI, USA Abstract Purpose: This research study highlights the relationship between study aid use and exam performance of second year medical students. It also discusses how students used study aids in preparing for PBL exams and whether students who used others’ study aids performed as well as students who created their own. Methods: A questionnaire was distributed to second-year medical students after completion of their exam. The data from the questionnaire were linked to students’ examination scores and other academic indicators. Results: The study habits were more similar than different when compared by exam performance. A majority of students used study aids as a memory aid or for review, but students who performed in the top third of the class were less likely to use them at all. Pre-existing differences related to academic achievement and study strategies were found when students at the top, middle and bottom of exam performance were compared. Conclusions: A better understanding of the differences in study habits and study aid use in relation to examination performance can help in providing future students with appropriate academic support and advising. Students have always shared various study materials, but computers and networks have now made it easier than ever. We might think this is a good thing, right? But not necessarily. In February of 2004, one of our faculty members noticed that her PBL students were sharing study materials at a higher rate than in previous years. She also noticed that the students had a lower level of performance on the problem-based learning (PBL) exams as compared to previous students. She wondered if there might be some relationship between a perceived increase in students’ sharing study aids and performance on the exam. We looked for published research on the use of study aids and exam performance. Two studies by Gurung1, 2 that looked at undergraduates’ use of textbook aids, such as summary sections, found that use of such aids did not relate to exam performance. A further search led us to theories about time-on-task and concept mapping. Time-on-task is defined by Levin and Nolan as a measure of students’ time spent actively engaged in learning. In 1988, Jere Brophy demonstrated that increased time spent on learning activities yields increased learning, provided that the teacher was competent and that the learning activities were effectively designed and implemented. 4 Another theory that guided us was concept mapping. Concept mapping is a technique in which the learner links new knowledge to a framework of relevant concepts that the learner already knows. Ausubel5 maintained that this linking of new with existing knowledge was a key factor in successful learning and that it was the difference between meaningful learning and rote learning. Many researchers have studied the benefits of concept mapping and have determined some tangible outcomes: an improved ability to form conceptual relationships, improved clarity of reasoning and focus on key ideas, and an easier grasp of difficult or new concepts. 3, 6-9 Students who create their own study aids are spending time making them, whereas those who use others’ study aids are not. It may also be that the process of creating study aids helps the learner gain more meaningful knowledge through the process of synthesizing disparate pieces of information into new knowledge, as has been shown with notetaking. The related literature on notetaking and performance, as noted in the ERIC Digest on note taking,10 indicates a positive relationship between notetaking and retention. We wondered if students who used study aids made by others rather than making their own 1 Sleight DA, Mavis BE. Study skills and academic performance among second-year medical students in problem-based learning Med Educ Online [serial online] 2006;11:23 Available from http://www. med-ed-online. org might be missing out on the benefits of time-on-task and concept mapping. Three questions guided this exploratory study: (a) To what extent did students use study aids? (b) How did students use study aids to prepare for an exam? and (c) To what extent did study habits and study aid use relate to exam performance? Methods The context of our research was the MSU College of Human Medicine’s second-year PBL curriculum. The subjects were second-year medical students who had just completed their final examination in Metabolism, Endocrine and Reproductive (MER) content. The instrument we used was a written questionnaire that we created for this study. The questionnaire asked students about the following topics: (1) the information sources they used to study for their PBL exam in terms of time and usefulness, (2) attendance at lectures, (3) use of study aids that they created in terms of usefulness and how they were best used; (4) similar questions about students’ use of study aids made by others; and (5) students’ overall opinion about the efficacy of study aids. The survey included the following definition of â€Å"study aids† in order to provide a context for the questions. â€Å"Study aids are sets of organized, summarized information on a particular topic that help students learn by facilitating memorization and synthesis through organization and by reducing the amount of information to be learned. † Descriptions of specific types of study aids were provided: summaries of notes, concept maps, flash cards, practice test questions, and tables and charts. This study was approved by the university Internal Review Board. For analysis purposes, the sample was divided into thirds, based on the percentage total score for the content examination. This approach allowed for comparison of the use of study aids by the top, middle and bottom thirds of the class. Based on the distribution of final examination scores, the bottom third of the class had 29 students, the middle third 38 students and the top third 29 students. The study aid questionnaire data were linked to the results of a self-assessment of study skills that students completed during their orientation to medical school. The Learning and Study Skills Inventory11 (LASSI) is a 10-scale self-assessment of awareness about and use of learning and study strategies. The questionnaire focuses on thoughts, behaviors, attitudes and beliefs related to successful learning that can be altered through educational interventions. The results of our questionnaire on students’ use of study aids were also linked to the students’ MCAT scores to determine if examination performance was associated with pre-existing differences in problem-solving skills and knowledge. Results A total of 99 students (95%) completed the questionnaire. Three respondents did not include their student number on the questionnaire, so their responses could not be linked to the final examination scores or other data sources. Thus Table 1 summarizes the data for 99 students, and Tables 2 and 3 summarize the data for 96 students. Information Sources and Study Time Ninety percent of the top students reported attending all or most of the lectures, compared to 76% of students in the middle third and 80% of students in the bottom third; these differences were not statistically significant. Overall, students reported studying an average of 84 hours (median=60 hours) in preparation for their examination; total study hours were consistent across the bottom, middle and top thirds of the class. Total study time was unrelated to examination performance (r=-. 13, p=. 35). The course textbook (mean=36. 9 hours) and personal lecture notes (mean=32. 8 hours) were the most used information sources for studying. Other information sources used included other textbooks (mean=12. 3 hours), notes from classmates (mean=6. 8 hours), PBL group meeting notes (mean=1. hours) and hand-me-down notes from prior years (mean=0. 9 hours). The only information source to vary by examination performance was notes from classmates (F=3. 19, p=. 05): the mean for students in the top third of the class was 2. 9 hours compared to 9. 4 and 9. 1 hours for students in the middle and bottom thirds of the class. The hours of use of hand-me-down notes was significantly negatively correlated with examination p erformance (r=-. 51, p=. 003). Study Aid Use Students were asked about their use of study aids in preparing for their examination. The most frequently used study aids were charts and tables made by others (80%), self-made summaries of notes (77%), summaries of classmates’ notes (63%) and self-made concept maps/graphic overviews (55%). Only 66% of top students used their class note summaries to prepare for the examination compared to 89% of students in the middle third and 84% of students in the bottom third (? 2=5. 61, p=. 061). The use of charts and tables made by others was 2 Sleight DA, Mavis BE. Study skills and academic performance among second-year medical students in problem-based learning Med Educ Online [serial online] 2006;11:23 Available from http://www. med-ed-online. org Table 1: Self-Reported Study Aid Use for Examination Preparation The mean MCAT scores of Study Aids Made Study Aids Made the top cohort by Self by Others were greater than N % N % those of the botSummaries of Notes 75 77% 62 63% tom cohort; these differences were Concept Map or Other Graphic Overview 54 55% 36 37% statistically sigTables or Charts 48 49% 78 80% nificant for the Flash Cards 26 27% 14 15% physical science Practice Test Questions 12 13% 31 32% (F=3. 3, p=. 05) and biological scifound to vary by examination performance (? 2=10. 86, ence (F=3. 43, p=. 04) scores suggesting preexisting differp=. 004); 59% of top students reported their use compared ences in science knowledge and problem solving skills. to 86% of students in the middle third and 92% of stuThere were no significant correlations between MCAT dents in the bottom third. Students in the top third of the scores and the report ed study hours for each information class also were less likely to use self-made concept maps source. With regard to study aid use, MCAT Physical Sciand other graphic overviews (? 2=6. 83, p=. 033): 38% for ence was negatively associated with the use of flash cards top students compared to 61% of middle students and produced by others (r=-. 23, p=. 03); both MCAT Physical 72% of bottom students. Similarly, top students were Science (r=-. 21, p=. 05) and MCAT Biological Science less likely (18%) than middle (43%) and bottom (52%) (r=-. 26, p=. 01) were negatively associated with the use students to use concept maps made by others (? 2=7. 35, of practice test items made by others. Prior Performance To provide a context for the identified differences in study aid use by examination performance cohort, MCAT scores for each cohort were examined. mance, are shown in Table 3. Significant differences among the three cohorts were found for three LASSI scores. The bottom cohort scored lower than the middle and top cohorts in motivation and discipline.