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3, December 2002 184-192 Scott.

Reflection is concerned with practices and actions, especially professional practice in fields such as school teaching (Allen, 1992; Beyer, 1989; Collier, 1999), nursing (Burns & Bulman, 2000), social work (Fook, 1996), and management “communities of practice” (Welsh & Dehler, 2004). Reflection also creates inquiry and a search for meaning; it provides the potential to see things in way they have not been understood before. More simply, reflective practice contributes to learning.

What i have learnt that will be forever useful to me is the ability to dialogue, this a very important instrument particularly in a group work scenario. Again it really is good to listen to the leader as two wrongs can never make a right, it really is totally unfair when team members refuse to listen to the leader, and obviously things will not go well. I have also learnt that in the future i understand clearly the basis of my task before i kick off with work on it, as this delayed my group from moving forward during the presentation, as though we were moving around within the same circle, before we got our priorities right.

“The means of reflection is frequently dialogue through which subjective and objective experience is processed, questioned, and meaning is made of it. Reflection through dialogue demonstrates students’ learning through their ability to conceptualize what they have learned, the meaning it offers because of their present and future, and the recognition that they are neither the same person as they were a few years previously nor should they expect to be a few years hence. Baker, Jensen, and Kolb (2002) labelled this approach to learning “the inside-out approach.” Scott G. S (2010) p 433

In concluding this reflection report it is interesting to note that “learning can be considered as a means of argumentation in which thinking, reflecting, experiencing and action are very different aspects of the same process”. It is also a practical argumentation with oneself and in collaboration with others that truly forms the basis of learning. (Pavlica et al. 1998: 145) in Corley A and Eades E (2004, P 138)

During the report on literature it was noted according to Jeffrey D et al. (2000) that reflection is not an entirely new process and some writers trace it to the work of Socrates, they went on to describe reflection “as a process of disengaging from or stepping back from an experience and taking time to deliberately and carefully review it, think about it and construct meaning from it, nonetheless reflection is said to have a past, present and future element.

In this report the writer was able to reflect generally about the past experience, looking through the beginning of the marketing communications master’s degree first impression, through to the present time which has to do with the experience while writing up the dissertation, it is also interesting to note that the writer also discussed briefly of future expectations and learning from the past experience that can definitely affect the long run work.

Having reflected on my experience from first day of university up until the days of my final dissertation, I am going to say i have actually enjoyed the entire process. Meeting friends from other parts of the world was a good thing to remember, with no exceptions of my tutors who have been always there, and willing to help with whatever need we would have during the course of study. However i quit e agree with the idea of personal reflections as it gives the opportunity to think back while making amends as required. This in turn has a positive effect on an individual.

Miriam Catterall, Pauline Maclaran, and Lorna Stevens (2010) Critical Reflection in the Marketing Curriculum Journal of Marketing Education, Vol. 24 No. 3, December 2002 184-192

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Scott. G Susanne (2010) Enhancing Reflection Skills through Learning Portfolios:

An Empirical Test. Journal of Management Education 34(3) 430-457. The Author(s) , http://www. sagepub.com/journalsPermissions.nav

Fuguan Tan (2009) Tri-fold Transformation: An International Adult Student’s Reflections on Online Learning.

Walker E. S (2006). Journal Writing as a Teaching strategy to Promote Reflection Journal of Athletic Training Vol. 41, No 2 p216-221

Klenowski Val and Lunt Ingrid (2008) Enhancing learning at doctoral level through the use of reflection. Taylor & Francis

Walsh Anita (2009) Modes of Reflection: Is it possible to use both individual and collective reflection to reconcile the ‘three-party knowledge interests’ in workplace learning? European Journal of Education, Vol. 44, No. 3, 2009, Part I _1389 385

Aileen Corley and Elaine Eades (2004) ‘Becoming’ critically reflective practitioners: academics’ and students’ reflections on the issues involved. Pp. 137-144. Human Resource Development International, Taylor and Francis Limited

Horton-Deutsch Sarah and Sherwood Gwen (2008) Reflection: a educational strategy to develop emotionally- competent nurse leaders. Journal of Nursing Management, 16, 946-954

Doyle, Wendy; Young, Jeffrey D (2000).Managing Development: Making the most Experience and Reflection. Fall2000, Vol. 25 Issue 3, p18

Marianne van Woerkom, (2010) Advances in Developing Human Resouces. The Concept of Critical Reflection as well as its Implications for Human Resource Development Advances in Developing Human Resources Vol. 6, No. 2 p 178-192

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This chapter provides a comprehensive critical literature review of a small number of sources which can be considered to be particularly useful in exploring the two key themes of this dissertation. 1st of those themes is the impact of drug abuse on the health of the teenagers aged 13-19 in London, whilst the second is the impact of governmental strategies in tackling drug abuse amongst teenagers aged 13-19 in London. These themes are discussed using the resources selected, and the quality, methodological approach, relevance and ethical and anti-oppressive practices are all part of the critical review. The chapter finishes with a short summary bringing these key ideas together.

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The first theme investigates the impact of drug abuse on specific aspects of health on teenagers in London. There are two key sources that form the core of this critical review for this theme. Even so, neither of these connect with the mark population, and in each case some extrapolation of findings is made in order to describe the likely characteristics of 13 – 19 years’ olds in London.

The first is source is the case-controlled study carried out by Di Forti et al (2015:1), and briefly discussed in Chapter Two above. Looking more closely at this study, and reviewing it critically, it still remains a useful article, as it is targeted on the mental health impacts of cannabis and shows a clear association between the use of the drug in its high potency form (skunk) and psychosis. It might not at first appear that the study is relevant given that it started in 2005. Nonetheless, it continued recruiting for over 6 years, and amassed a wealth of data on those individuals abusing drugs – specifically high potency and easily available cannabis.

The research study used a primary research methodology. For the recruitment of cases, the authors approached all patients (18 – 65 years) with first episode psychosis presenting at the inpatient units of the South London and Maudsley Hospital. They invited visitors to participate in the study only if they met the International Classification of Diseases 10 criteria for a diagnosis of non-affective (F20–F29) or affective (F30–F33) psychosis, which they validated by administering the Schedules for Clinical Assessment in Neuropsychiatry (SCAN) (Di Forti et al, 2015:2). For the controls, the authors used internet and newspaper adverts and also distributed leaflets on public transport and in shops and job centres. The controls were given the Psychosis Screening Questionnaire and were excluded if they met the criteria for a psychotic disorder. Whilst the two groups only included the final two years of the target population group for this study i.e. 18 and 19 year olds, it was a study positioned in London, and on analysis appeared to indicate a number of characteristics that were sensed to be useful for providing information that would also be useful for younger teenagers.

All participants (cases and controls) included in the study gave written informed consent under the ethical approval obtained from the Institute of Psychiatry Local Research Ethics Committee. There failed to seem to be any unethical practices, but the study had the potential to be oppressive as by the nature of the patients presenting at the clinics, and by the nature of their access to skunk, being prone to be of certain ethnic groups – especially of black West Indian origin – it could be argued that the study to some extent misrepresented the populations of south west London, and more specifically, the West Indian communities found there. In other words, the inclusion of participants from these origins might be likely to give observers an unjust view of the ethnic group or of the population of that area of London as a whole.  

The method used with the participants was quantitative and involved questionnaire assessments, specifically socioeconomic data and the Cannabis Experience Questionnaire modified version (CEQmv) which included data on history of use of alcohol. tobacco, alcohol, any other use of recreational drugs, and detailed information on cannabis use (i.e. first use age, use timeframe, frequency of use, type of cannabis used) (Di Forti et al, 2015:2). Between 2005 and 2011, the researchers approached 606 patients of which 145 (24%) refused to participate, therefore 461 patients with first-episode psychosis were recruited. Using a range of statistical tests, and adjusting for a number of variables including the variables for frequency of cannabis use and the type of cannabis used, and in combining these the authors found that controls were prone to be occasional users of hash, whilst the frequent users were prone to be using skunk. They also found, using logistic regression, that those people who had started using cannabis at a younger age had a greater risk of developing psychotic episodes (Di Forti et al, 2015:5).

The second resource to be analysed was the study by McCardle (2004). This was a literature review concentrating on the impacts of substance abuse by young ones and young people. Although this failed to use primary research, it provided a useful analysis of a quantity of other studies.  Although the age of this study designed that it might have had limited relevance to teenagers in 2017, in fact the study related directly to the findings of this later Di Forti et al study. This was because McCardle (2004:1) found that cannabis was becoming stronger than it had been in the past – just as Di Forti et al found that skunk use was increasing and that it was of a much higher potency than previously. McCardle (2004:2) also found that there was clearly a range of mental health issues resulting from the use of cannabis, including an increased risk of suicide, and an escalation in aggressive, disassociated behaviours, anxiety, depression and other similar problems (McCardle, 2004:2). Another useful aspect of this research was that it identified the problems of terminology relating to the gathering and analysis of data – a lot of different terms are used that it is often difficult to ascertain accurate trends and outcomes (McCardle, 2004:3). While it would have been preferred to have used a London based source or one that engaged participants of the target age group though a primary method, the lack of sources of academic literature designed that this study was valuable in that it analysed other studies, and also existing datasets from the UK government. The article also focused on the social impacts of cannabis, for example, looking at the developmental impacts, and the side effects on education, both of which could result in poor outcomes in terms of total well being and attainment in later life.

The findings from these two articles provided valid evidence of the relationship between the use of cannabis and mental, emotional, social and physical health of teenagers and young people. Although there was limited focus on the population age target group for the dissertation specifically, both articles provided relevant points of interest, and it is possible to extrapolate from them to state that teenagers in London engaged in cannabis abuse have become likely to be at risk of experiencing the various health effects identified above.

Finding academic research sources that focused on recent government strategies aimed at the mark group based in London was very challenging. For the most recent strategy – the Troubled Families Programme, Lambert and Crossley (2017:1) get to the very heart of the ethical and oppressive practices issue, as they argue that this government strategy is one of a wider spectrum of policies that locates problems within the family itself, and which emphasises behaviour since the target for action irrespective of the socio-economic influences that exist. This is a review study – critically reviewing a strategy – and is very current, as the TFP has recently been revisited by the Government, who are considering an extension, despite evidence that it has not met its targets or expected outcomes. While this article is not considering a piece of primary data, the authors have conducted primary data concerning this issue through interviews in the very recent past, and the article means these. They have found that TFP has continued the view of target families as an ‘underclass’, as ‘neighbours from hell’ so when expensive and very difficult to ‘treat’. Whilst the TFP took a holistic approach, using one individual or team to do business with families on all of their problems, Lambert and Crossley (2017:4), among others (Bonell et al, 2016) argue that the underlying attitude of the Government and of the strategy designed that its approach was unlikely to succeed.

This chapter showed that there were plainly associated health impacts with the use of cannabis; many of these impacts were severe, and often included mental illness and behavioural change, especially where high potency cannabis was used. In addition showed that despite a long time of government strategies and policies, there still does not seem to be a solution that can decrease the use or impacts of cannabis and other drugs. The final chapter provides a reflection on the research undertaken for this dissertation, and provides some brief conclusions and suggestions. 

In this final chapter, three tasks are completed. First, a reflective account of the research is undertaken. In research and practice, reflection on a task and outcome is very important because it provides the author with the opportunity to look back and learn from their actions. There are in fact two types of reflection, both of which might be applicable to this work. The first definition is that of ‘reflection’ which will be considered to be a ‘process or activity’ that involves thinking and is judged to include cognitive processes of problem finding and problem solving (Leitch and Day, 2000:180). The second type of reflection is that of ‘reflective practice’. This is the use of reflection and reflective skills to transfer learnt knowledge i.e. theories to the application of those theories to the everyday practices of an individual. It is often shown to be very important for individual practitioners as it aids their ability to learn from their actions and associated outcomes, and enables them to develop improvements considering experience and theoretical knowledge (White et al, 2016:9).

There are two main models of reflection that can be used to support the reflective researcher or the reflective practitioner. These are Kolb’s model of experiential learning (Kolb, 1984) and Gibbs’ reflective cycle (Gibbs, 1988). Gibbs developed his model as a refinement of the early in the day Kolb model, and it is Gibbs’ model that is used in this dissertation.

 

The Gibbs Model provides a researcher with the opportunity to gain a deep understanding of what they have learned (Park and Kastanis, 2009:11) and the strengths and weaknesses of their work, their underlying values, the insufficiency of their approach, and areas of improvement (Park and Son, 2012:3). For these reasons the Gibbs Model will be applied below.

4.1.1 The Experience

The process of writing the dissertation was both challenging and enjoyable. It was enjoyable because any research activity is one of problem solving and of searching for information, and these two activities can be very satisfying when they result in finding out something new. While primary research is often seen as the most valid kind of activity, in fact secondary research, based as it is on the gathering of existing data, and the synthesis of that data to suggest new outcomes or findings, may be just as valid, and just as difficult as carrying out processes that collect new or primary data.

4.1.2 The Challenges as well as the Achievements

As alluded to a quantity of times throughout this dissertation there were a number of difficulties or challenges. The choice of the topic was in retrospect a good one because it focussed on a population group in a particular location, London, that had plainly received little research focus previously. While there has been substantial data gathered on drug use and abuse more generally in the UK and more generally across age ranges, very little has been done in relation to the 13 – 19 year old age group. In fact, it was this aspect that caused the greatest difficulty in completing the dissertation – the lack of resources and data available that were relevant to this age group, in London, for any form of drug abuse other than newsprint articles that often used the issue of drug abuse in relation to crime, ethnic minorities or deprivation, designed that the data that was available had to be used carefully. For example, it was possible to obtain academic resources such as that of Di Forti et al, that looked at drug abuse, specifically, cannabis, in London, but only two years of respondents in that study (18 and 19 year olds) fit into this dissertation, whilst the study by McCardle (2004) provided relevance to the wider age group (15 – 24) but was not based in London, so could point to some useful outcomes but failed to have specific locational knowledge. In relation to the strategies developed to address the issue, again the resources of an academic nature were very limited, made more challenging because the most recent strategies, i.e. those that had occurred in the past five years, have yet to undergo much academic analysis, but as they are an extremely different approach from those used a decade or more ago, there was little point in trying to evaluate those older approaches.

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Despite the difficulties outlined above, it was sensed that there were quantity of positives obtained from the research. As there was clearly such a dearth of resources available, this dissertation appears to provide new research and new analysis of data for this group of the population in this location. As a result, the author felt that the validity of their choice of topic and their research approach was justified to some extent. In terms of time management, it was sensed that the research was planned well, and even though the search for data and resources took longer than expected, it was still possible to incorporate the timing required into the overall research schedule. The research also challenged the overall thinking and judgements held by the author at the start of the process. Whilst it was sensed that some degree of knowledge was held about these issues, there were some preconceptions held about the type of teenagers that participated in drug abuse. The gathering of this data enabled the author to challenge those preconceptions especially in relation to the factors that cause people of this age to start abusing drugs. This new understanding allowed the author to start to view the issues differently.

4.1.3 Changes Required

There are a quantity of changes that might be implemented to make the research easier and to address the question of limited resources. Firstly, the age range is extended to include young ones from the age of 0 years to 24 or 25 years, as this might enable a greater number of data sources to be used, and they could be more easily analysed and extrapolation made for teenage years. Second, the inclusion of drug abuse by parents impacting on the health of their young ones is included, as this matter has consistently emerged as a key problem for young ones and teenagers throughout the data collection, and may be a major factor in determining whether teenagers participate in drug use and abuse. Finally, although London would nevertheless be the locational focus, because a lot of data that is collected for London and the South-East, the locational boundaries is stretched to incorporate this area within the research.  If these changes were put into place, it would be a positive exercise to undertake the research process again to see if it was possible to obtain data and achieve findings that were more valuable than those already developed.

4.1.4 Applying the Gibb’s Model of Reflection

 

Having applied Gibbs’ model of reflection it really is helpful to see that the reflection that is carried out in stages can lead to a targeted plan of action, which can form the framework for new research. Gibbs’ model does not necessarily allow for complexity, nonetheless, as it is a linear-cyclical model, and used in this way cannot represent the many complexities and variables that characterise the issue of drug abuse amongst teenagers.

The research question that this dissertation set out to examine was:

What patterns of drug abuse occur amongst teenagers in London, and which are the causes, health impacts and possible solutions?

Despite the difficulties in obtaining specific data for teenagers aged 13 – 19 in London, there was clearly sufficient information available to be able to provide an answer to this research question. From the prevalence perspective, the data showed that whilst the prevalence of drug abuse was decreasing overall, there were areas of London that had disproportionately higher levels, especially amongst specific ethnic groups. Nonetheless, amongst all drug abusers, cannabis was many used drug. The causes of drug abuse amongst teenagers was found to be a complex mixture of environmental, emotional, mental health and peer pressure related factors, meaning that addressing the problem is always going to be challenging for policy makers and healthcare providers.

In relation to the health impacts, the last chapter has revealed there is clear evidence that its use may be plainly associated with health outcomes of mental health including psychosis and the development of schizophrenia for drug abusers of any age. Not only that, but it is also quite apparent that teenagers engaging in drug abuse are much more likely to experience other health related problems because of their attitude to risk, and their participation in high-risk behaviours when they are intoxicated by the drug. These other problems include contracting STIs, teenage pregnancy, the taking of other drugs and substances that have more severe health impacts, participating in criminal activities that can result in violence in an attempt to obtain money to buy drugs and so on.

Looking at the strategy which includes most recently been developed to try and address the problem of teenage drug use in London, it really is apparent that it has not succeeded in its aims, objectives or targets. This seems to be the result largely of the oppressive nature of all such strategies held by UK Governments over recent years – an attitude that views those with drug abuse and other problems, as ‘problem families’ that need to be ‘solved’, instead of trying to really understand what it really is about society in general that leads to such families existing in the first place. a give attention to social, economic and environmental issues rather than on the families themselves might result in a better outcome. 

Having carried out a review of the literature surrounding this matter, there are some key suggestions that can immediately be made. 1st of those suggestions relates to the data available for this issue – as indicated previously, one of the challenges of completing this dissertation was the paucity of data relating to the specific population being studied. It really is, therefore, recommended, that research studies, or government agencies collecting data, should target this age group specifically when data is being collected about drug use or abuse. An alternative to this is for researchers to obtain the raw data from the various data collection agencies and sources, and to extrapolate the data that crosses the boundaries of the targeted populations group, and reprocess that data for the mark age group. The second recommendation relates never to the data, but to the issues. It appears that controlling the availability of drugs is difficult, especially as there are so many types, and some, like cannabis, seem to be regularly available. As there seems to be an ongoing reduction in the number of young people using these illegal drugs, it would seem sensible to capitalise on this trend by providing better educational initiatives to inform people of the dangers to their health. It would also be appropriate to try and determine which factors were likely to cause teenagers to start abusing drugs and to locate methods for addressing these factors more effectively than was the case to date.

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The resting membrane potential (RMP) is an electrical potential difference in cells, occurring across their plasma membranes. The cytoplasm of the cell is electrically negative in comparison to the surrounding extracellular fluid, this difference in electrical charge gives rise to the RMP. The RMP is essential for the functioning of many electrically excitable cells including, neuronal cells, smooth and skeletal muscle cells, in addition to cardiac myocytes, which through electrical impulses control the contractility of the heart.

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During this essay the generation of the resting membrane potential will be explored, including the effects of the Gibbs-Donnan equilibrium conditions, the structure and function of the plasma membrane, and how, with the diffusion of ions through a semi permeable membrane they give rise to the RMP. (Levy, N.

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În acest fel, nu mănânci în exces și îți întinzi mai mult cookie-urile – ce nu-ți place la asta?

Și un alt mic studiu britanic din 2000 sugerează că mirosul de vanilie poate ajuta la reducerea poftei de ciocolată. Desigur, cercetarea disponibilă nu spune nimic despre lumânări și fursecuri (ar putea fi o dorință de gândire), dar merită încercat. Iată o strategie mai dovedită pentru a nu mânca în exces: cercetătorii au descoperit că multitasking-ul în timp ce mănânci, mai degrabă decât să-ți faci timp pentru a observa caracteristicile unui aliment (cum ar fi textura, gustul și mirosul), te poate face să mănânci în exces. Deci, pe măsură ce vă bucurați de Samoa, profitați la maximum de răsfățarea voastră oferindu-vă un moment să o savurați înainte de a ajunge la alta. În acest fel, nu mănânci în exces și îți întinzi mai mult cookie-urile – ce nu-ți place la asta? LEGATE DE: Â Gustări sănătoase pentru fiecare poftă “” https://www.health.com/condition/ovarian-cancer/12-facts-you-should-know-about-ovarian-cysts?200OK “” https: // www .health.com / reumatoid-artritis / telescoping-fingers-reumatoid-arthritis-x-ray200OK O fotografie puternică face runde pe internet, arătând realitatea dureroasă a celor care trăiesc cu artrită reumatoidă. Imaginea, care este de fapt o radiografie a mâinilor unei femei în vârstă de 69 de ani, a fost publicată miercuri într-un raport de caz în New England Journal of Medicine.

Femeia, care fusese diagnosticată cu artrită reumatoidă (RA) cu 18 ani mai devreme, s-a prezentat la o clinică de reutmatologie pentru tratamentul deformărilor articulare severe, conform raportului de caz. Continue reading “În acest fel, nu m?nânci în exces ?i î?i întinzi mai mult cookie-urile – ce nu-?i place la asta?”

It really is one of the factors, which grade your course.

After doing the research, you will need to come up with a conclusion. It offers to be justified by your research.

Considering all the work you have to do, you will come up with the conclusion – it is advisable to buy a dissertation than write it on your own!

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EssayTigers is a personal statement writing service that will make your student life easy, hassle-free and fun. Spend less time on tiresome homework and more time doing things you love.

A personal statement is a comprehensive detailing of your achievements, skills, and talents. This can include everything from previous work experience to accomplishments in growth and character.

This type of statement is the best way to catalog your accomplishments in a specific style that demonstrates who you are and what you might be capable of. Though it seems that nothing may be easier than writing about yourself, many individuals find it a challenging task and hire our personal statement writing service to receive assistance.

Typically, people need to write this kind of essay when applying for institutional affiliations or when they are eager to get a high-level job or work in an exclusive volunteer agency.

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When you hire us, rest assured that you will have a highly educated and talented writer on your team. Our writers have many years of experience writing various texts, including academic papers, business documents and other.

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Do you find it difficult to write in the first person? You are not alone as many students find this incredibly difficult. That is why a growing number of students are choosing to get a first-person essay instead of struggling to write one. When you have never purchased an essay before, it might seem like a daunting prospect, but it really is simple, and you will soon be wondering why you have waited so long to get a first-person essay or any other assignment!

A first-person essay can often seem strange since academic writing is almost always in the third person. Nonetheless, writing in the first person is often used to share with you an experience or an emotion making this type of essay something that readers find it easy to get in touch with. When you write from your own perspective, it becomes much easier to show your reader the actual story. The language and tone used in this type of essay are usually straightforward and personal.

It also needs to be engaging which you can achieve through the use of humor and descriptive language. You undoubtedly don’t need to be formal when producing this type of essay. It really is one of the few times in your college studying that you can let your personality shine so don’t be afraid to take full advantage of that! Perhaps this is why many students decide to buy a first-person essay. This way, they can start to see the appropriate style that should be used. It could also be the fact that many students find it difficult to allow themselves to shine through – sometimes more formal, dry language now is easier to cover up behind!

One of the most common questions we get from new customers is ‘what type of students buy essays’ The answer is all of them! There is not one type of person who uses our service because students check out us for a wide range of reasons. For some, it is a simple case of poor time management – they have left it too late to get started and are now panicking about finishing the assignment in time. At this point, it is less stressful to simply apply to EssayTigers instead of pulling an all-night cram session. Other students just have a lot of on their plate. Using an essay writing service to look after a few assignments can help them to have back onto steady footing again. Some of the other factors why students will buy a first-person essay from us include:

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Still not 100% convinced that you should buy a first-person essay? Let’s talk about benefits! One of the biggest factors at play the following is your valuable time. Buying essays allows you to use the time you would have spent on them to tackle other things on your list of things to look after. What will you do with that extra time? Tackle another assignment? Take a nap? Pick up a extra shift at work? Maybe even socialize with your buddies. The possibilities are endless.

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A biography essay involves writing about the life and personality of a real person. The main element characteristics of this type of assignment add a real-life subject, a thesis statement covering a specific idea about the subject’s life or achievements, a summary of at least one major life event and a discussion associated with the subject’s key personality traits. Writing a biography essay may be fun, but it does require a great deal of research to perfect. It comes as no surprise that many students choose to buy a biography essay as opposed to writing one.

Should you choose want to make an attempt at writing your own assignment before you buy a biography essay, then you will need a plan of action regarding how to approach it. One of the things that makes this style of essay different from most others is that it requires a substantial number of research and planning before you even put pen to paper!

There are various prewriting tasks that have to be completed if you are writing an essay. Start by choosing a subject. This should be a person who you feel is appealing as you will need to spend a great deal of time examining every aspect of their life. Once you have a person in mind, start taking notes regarding whatever you know already about your subject including personality traits, facts about their life and of course their achievements. Once you have these notes come up with, you then need to begin gathering information from credible sources to fact check what you know already and to fill in any gaps in your knowledge. Creating a timeline of your subject’s life may be useful.

Unlike most types of essay, in a biography essay, it might be useful to consider your conclusion during the prewriting phase. Based on the research you have done can you draw any conclusions about your subject? What did they place the most value on in life? What was their greatest achievement? Did their character impact their role in history? Making a conclusion can be going to help you to create your thesis statement.

Only when you have completed this research phase should you begin to write your first draft. It is essential to use an engaging and informative tone in your writing, and the essay needs to have a solid structure. A clear thesis and a solid conclusion may also be going to help create a good biography essay.

Nonetheless, this is a great deal of work, and it could be that you don’t have any time to dedicate to this level of in-depth research due to a variety of other commitments. Alternatively, the idea of this much prep work might just be incredibly overwhelming. Either way, it really is helpful to know that there was the option out there to buy a biography essay written by a professional academic writer.

When you have never used an essay writing service before then learning that you can buy a biography essay may come as a bit of a shock. Nonetheless, the truth is that hundreds if not thousands of students are doing exactly that. It’s not even limited to biography essays; we can offer help with just about any sort of essay assignment. It doesn’t matter whether you choose to buy a biography essay because you have too much to do in hardly any time or if you are using our service out of a lack of motivation to accomplish your homework. We won’t judge you – in fact, we won’t even ask you why you need our assistance.

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We have already highlighted a few of the factors why you should choose our essay writing service to buy a biography essay from, but if you still aren’t convinced we are going to go into more details about the benefits and features we have to offer.

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Coursework is a very challenging and substantial type of paper that requires you to apply all the material you’ve learned in class. Courseworks require you to conduct professional research or develop an experiment. Such assignments show how students apply their theoretical knowledge in practice.

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Formatting

Knowledge

Analysis

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Presentation

Only a qualified writer may be assigned for your order. We always make sure that the researcher can complete the paper at the highest level. If you wondered “Who can write my coursework?” – EssayTigers certainly can!

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Have you been set a reflective essay assignment in one of your classes? Are you struggling to wrap your mind around the format of this type of paper? Maybe you just misjudged how long it was going to take to write and are now running out of time? Whatever your situation, if you are getting anxious about your assignment then it is time you considered the opportunity to buy a reflective essay from our professional service. When you have never used a service like ours before, then you may feel apprehensive, but we can assure you that you’re not 1st student to find yourself in this position, and you certainly are not going to be the final. We have years of experience in assisting students just like you who need a little extra help when working on their assignment.

The simplest way to explain this type of assignment is that it is an essay in which the writer discusses his own experiences in life. These essays will usually discuss a certain event or experience and how it changed the writer. It is common to explore how your character has developed and how you have grown as a result. In short, what sort of impact did it have on your life?

In theory, a reflective paper sounds pretty simple; all things considered, it is more or less an entry in your diary presented in an academic format. Nonetheless, as many students have discovered, taken a close view your own thoughts and feelings can be very difficult. One of the biggest problems students have when faced with this type of paper is that they cannot find the right words to express their feelings. This is how it can be useful to buy a reflective essay from our professional writing service. When you can offer a brief summary of what you are trying to say, we can help you to put it into the right words that may ensure you pick up the grade you need.

Many students have never written this type of paper before and find that when they buy a reflective essay completed by a professional writer, it really is better to understand what needs to be done. Many students purchase example papers to use as a guideline because of their own work. It is the perfect opportunity to see first hand how such papers have to be structured. Go through the paragraphs and the flow of the assignment. You can even take a few pointers in terms of the tone and the type of language that you will be expected to utilize in this type of assignment. Some students find that when they apply to us, it becomes a invaluable study aid for the remainder of the semester!

A common question that comes up from time is ‘what sort of person buys college essays?’ The answer is simple – regular college students just like you! There are so many reasons why many times yourself in need of our services, including the following:

There are many factors why students choose to get help from our service. For some, it really is simply a case of running out of time or being unable to juggle all of their commitments. For other students, they are confused about how to approach the assignment and want to buy a reflective essay to use as a guideline because of their own attempt. College can be a highly stressful time in your daily life, so why allow yourself to be dragged down by additional worries. Take some of your assignments off of your plate by purchasing them from our professional writing service – you won’t regret it!

There are so many services that it can simply become a little overwhelming when you’re faced with who to choose. Let’s make things a tiny bit easier for you and explain some of the factors why students choose our service within the many others to be found online. It all comes down to the features we can offer:

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Greetings on our internet site. Here, it is possible to order a 100% unique essay of the highest quality and get it done in only three hours. We’ve made the process as comfortable as you can. You tell us what paper you need, and we write it for you. Simple. Fast. Convenient. That’s it.

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Though EssayTigers is a relatively small company found in Costa Mesa, California, we offer our writing services to students from all over the world. And what is more important, we care about every single order. Nothing is more valuable to us than the quality of the papers we deliver.

We take pride in our name and our reputation. Attention to details is what makes our writing company one of the most successful on the market. Keep on reading to find out various other benefits we offer!

Many companies can write an essay for you, but none of them can do this as good as we do. We employ the most qualified writers available on the market and regularly check the quality of their works. When you hire us to write your essay, you will get the following:

100% Unique Papers Written From Scratch

Our writers create papers from scratch. What this means is that individuals don’t have a collection of pre-written essays. We always craft original papers following the requirements you provide. After the document is submitted to you, it’s all yours. We won’t share, resell or publish it anywhere. Your essay is absolutely plagiarism free. If you ask us “write me an essay,” rest assured that you get a paper that will pass Turnitin or any other plagiarism checker.

Personal Attitude

A custom essay written relative to academic requirements is not enough for your professor. It’s essential that the composition you submit contains original ideas and corresponds with your writing skills and style. Therefore, we do our best to adapt your writing manner and create a high-quality piece so that your professor won’t be suspicious about the authorship.

On-time Delivery

At EssayTigers, we treat deadlines very seriously. We realize how crucial it really is to submit a academic paper before the deadline. Therefore, we place in considerable effort to provide you with excellent papers on time.

Money Back Guarantee

Our clients rarely use this feature. Nonetheless, we still want you to feel safe realizing that if something goes wrong, you won’t lose your money. You will get a refund if the paper doesn’t satisfy you at all. Read more about our guarantee that is money-back at terms and conditions.

Essay writers are the core of any paper writing service as they determine the grade of the item. Therefore, our selection process is extremely rigorous. When you buy essays from EssayTigers, you can be confident that only top-notch writers will work on your order.

Most guys in our team are former students, and some of us still study. We realize how challenging it really is to produce money when you’re in college. That’s why we did our best to find the balance between price and quality. All things considered, our purpose is to make your college life better.

If you’re on a low budget, we suggest ordering papers in advance. An essay with a fortnight deadline is way cheaper than an essay you order three hours before the deadline. Nonetheless, it’s not the case when you need an urgent essay.

When you ask us Please, write my paper fast, you should keep in mind that it’s necessary to provide us with as much information as you’re able. This way, we’ll be able to write an essay for you without delays.

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Our writers conduct profound research on the specified topic and use several reliable sources to create a high-quality paper. They evaluate many sources, and then magic happens – they start to create a perfect essay for you. If the work is finished, the members of Quality Control Team examine it for grammatical mistakes and misspellings. In the end, it really is checked for plagiarism, and only once we are sure that you will get a fantastic paper, we send it to you.

We strive for ease. This is why our ordering process can be as comfortable as you can. Here are five simple steps:

You will need to specify the academic level, the deadline, the type of paper, the subject, the topic, and the academic style. You can also specify the quantity of sources needed and add some materials, such as eBooks, articles or anything of this nature that must be used. It’s also advisable to attach the sample of your writing so that the writer can adapt your writing style. In the instruction field, please, specify more details instead of just typing, write my paper within all academic requirements.

We handle many urgent orders in the first place. Our managers pick a writer who fits you best and is available at the moment. Thus when you need an essay in history, we try to find someone who is proficient in the subject. We consider the academic level as well. If you need a college essay, you will get it from a writer who obtained a higher educational degree than you.