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英文论文写作技巧大放送

2018-02-07 17:38:04 | 日記
在很多留学生看来,英文论文写作并不难,但却总是拿不到高分。其实写作英文论文,必须要结合理论跟自己的观点,要有自己的思维模式,才能良好地组织语言,最好写好一篇英文论文。下面就给大家讲解一下其中的技巧,同学们可以好好学习一下。

1.搜索资料:在真正进行写作前,你需要清楚你文章的主题,让自己变成关于这个主题的专家。这就需要你大量的搜索资料进行研究。

2.分析:当你根据你的主题搜索学习了大量资料之后,你对你论文的论点便有了一个良好的知识基础。因此,现在你需要对你论文的论点进行近一步分析。

3.头脑风暴:好了,现在你可以自由解放你的大脑,让你的大脑活跃起来。如同写每一篇好文章一样,写好论文也需要你发挥自己的洞察力,释放自己的写作才华。

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4.要点:从你所想的众多点子里挑选出最好最清晰的,用简洁的一句话来总结他们。

5.提纲:在你正式写论文的主体之前,你需要根据你的要点写出提纲。其中要包括你论文的主题和论点,以及写作的顺序和结构。

6.简介:现在,你要开始正式写论文了。首先你要牢牢抓住你的论文主题,对你要写作的内容进行清晰的概述。

7.段落:根据你的thesis,在每一个段落开头提出你的观点,即写出主题句。而后你需清晰的描述你的观点,阐述你的想法,并提出支持你的主张的依据。

8.总结:尽量自然且优雅的对你的段落进行收尾,不需太拖沓。然后用简洁清晰的句子来对你的论文观点进行总结。

9. MLA:此即是你论文引用的格式,根据你的导师的要求选择正确的格式,明确的列出你的信息源。

10.语言:现在你要重新审视你的论文,对你论文的语言进行修缮和修改。

看完这些,你就需要看看你的论文是怎么写作的了。论文的标题是论文的“龙眼”,所以需要仔细推敲、琢磨,切不可敷衍了事,要尽可能的考虑周全,选择最合适的。原则上,题目要简单明了,能反应出毕业论文的主要内容,使读者能一眼看出论文的的中心内容要讲什么,切忌笼统、空泛。语言也要补实,同时能引起读者的注意。标题不可过长,尽量控制在20个字以内。

论文篇幅长的要写出目录,使人一看就可以了解论文的大致内容。目录要标明页数,以便论文审查者阅读方便。内容摘要要求把论文的主要观点提示出来,便于读者一看就能掌握论文内容的要点。目前比较通用结构式摘要,包括研究目的、方法、结果和结论。

摘要应有高度的概括力,且要全面反映论文要点,简明、明确、畅达。正文包括前言、材料与方法、结果、讨论。主要包括序论、本论文、结论三个主要部分。其中以本论最重要是全篇论文的核心,在篇幅上占得最多,写时必须慎重对待。

论文的卷末要列出参考文献。论文的有关部分全部抄清完了,经过检查,再没有什么问题,把它装成册,再加上封面。

以上就是关于英文论文的写作技巧分享,有志者事竟成,只要同学们肯下功夫,总有一天会写出一篇好论文。

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更多关于留学生作业代写的内容,点开主页栏目,即可快速获取论文代写相关资讯,如果各位有留学生作业代写需求,可以咨询24小时客服QQ:800020041,为您详细解答。

英文论文写作,选题的原则是什么

2018-02-07 17:37:48 | 日記
想必留学生们都知道,国外大学的教授最感兴趣的就是研究新的课题了,所以一旦学生写作的英文论文出现了一个有价值的课题,那么很有可能就得到教授的赏识,从而获取高分,这也看出来了选题对于英文论文写作的重要性。那么英文论文选题的原则是什么呢?下面就给大家解答一下。

1、选题能决定论文的阅读价值。导师在某一方面的知识面是很广的,研究也是有深度的,所以如果对新的有价值的选题肯定特别有兴趣。

2、选题能够规划文章的方向、角度和规模,弥补知识储备的不足。对于所搜集的资料进行整理,加固积累,加深理解,对于分散的思想进行选择、鉴别和几种,最后对文章进行整体轮廓的勾勒。

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3、合适的选题可以保证写作的顺利进行,提高研究能力。选题是论文实践的第一步,需要积极思考,适当的选题能够使论文写作过程进行得比较顺利。

所以选题很重要,为此我们需要知道论文该如何选题。

1、考虑写作过程。在确定选题的时候虽然有些新颖的观点固然可以吸引到是的眼球,但是有的学生提出的新观点水平太高,比如本科阶段提出了一个研究生水平的观点(这种情况是存在的),可是学生的知识储备不够,语言表达得也不精练、准确、专业,结果弄巧成拙。也有的学生提出的观点自己在论证时就感觉到不是很可信。所以,在选题、提出观点的时候要考虑到写作过程,稳中求新。

2、注重平时积累。所谓先发制论文,在平常的学习生活中多多少少留些时间多看书,包括参考文献之类的,做好笔记,归类整理,及时作总结。长期积累到了毕业的时候心里就很清楚哪些是可疑的,值得新研究的,哪些是擅长的等等。

以上就是关于英文论文选题的讲解,建议同学们尽量选择一个比较新颖的话题,至少能教授看起来没那么无聊嘛。

想要了解更多英国论文写作技巧或者需要英国代写,请关注51Due英国论文代写平台,51Due是一家专业的论文代写机构,专业辅导海外留学生的英文论文写作,主要业务有英国代写、essay代写、assignment代写、paper代写。亲们可以进入主页了解和获取更多关于英国代写以及英国留学资讯,我们将为广大留学生提升写作水平,帮助他们达成学业目标。如果您有英国代写需求,可以咨询我们的客服QQ:800020041。

paper代写-Learning and Development through Play

2018-02-07 17:37:34 | 日記
下面为大家整理一篇优秀的paper代写范文- Learning and Development through Play,供大家参考学习,这篇论文讨论了游戏学习。游戏贯穿了人的一生,从年轻到年老,其中游戏对幼儿的健康和学习尤为重要。通过适当程度的游戏,幼儿可以学习交流和语言技能,培养想象力,开发自己,掌握社会技能,提升心理素质和身体健康等等。不过,游戏也应当遵循适当的原则,这样幼儿才能成长得更好。

1. Introduction

Plato has ever proposed that “you can discover more about a person in an hour of play than in a year of conversation” (Dave Yount. 2017), from which his emphasis on play can be readily detected. As a matter of fact, the importance of play runs through a person’s whole life, from young till old, and play is especially important toward the health and well-being of young children. Taking full advantage of play can contribute the most toward the health and well-being of the vast majority of young children. Therefore this essay will report on the significance of play in promoting learning in the early years. It is hoped that this report can give some insightful suggestions as for how to promote emotional, personal and social development for children aged appropriately 2-3 years.

2. Theories of Play

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Firstly, various theories of play will be mentioned and all these theories of play aim to analyze critically the concept of play and describe the cultural, social and historical aspects of its development. Generally speaking, theories of play can be mainly categorized into two types and they are respectively classical theories and modern theories (Eleni Mellou. 2006). On the one hand, the classical theories primarily include theories like Cathartic theory, Compensation theory, Competence/Effectance theory, Practice or Pre-exercise theory, Preparation (instinct/practice), Recreation or Relaxation theory, Recapitulation theory, Surplus energy theory, etc. (Eleni Mellou. 2006). Two typical representatives of the classical theories are Schiller and Spencer and they have already been identified as classical theorists. From the perspective of Schiller and Spencer, play is aroused by a demand to release surplus energy (Herbert Spencer. 1977). That is to say, children are fed by their parents so that they have extra energies to spend via play. Children can consume their surplus energy through play. From the perspective of Eleni Mellou, though all classical play theories are with serious weaknesses because of their discredited and outdated beliefs about energy, evolution and instincts, they are still crucial in that they are the basis for the appearance of the modern play theories later on (Eleni Mellou. 2006).

On the other hand, the modern theories are theories such as Cognitive theories, Bateson’s Meta-communicative theory, Arousal Modulation theory, Psychoanalytic theory and so on (Eleni Mellou. 2006). Different from Schiller and Spencer, Freud, a modern theorist, implies that play not only involves in the searching for pleasure but also mastery (Sigmund Freud. 1975). In the point of view of Freud, play can help children become defensive and adaptive in dealing with anxiety. The effect of play in handling anxiety can be justified by the phenomenon that play therapy is used by therapists in the reality. Play therapy is applied by therapists to enable children to get rid of frustrations and to offer a chance to analyze children’s conflicts and their ways to handle those conflicts (Sandie Rollins. 1972). Children may feel less threatened and be more likely to deliver their true thoughts while playing (Joan Santer, Carol Griffiths and Deborah Goodall. 2007). Besides, the idea that children can learn by play has also been suggested by Freud (Sigmund Freud. 1975), which can well indicate that play can really influence much toward the learning process of young children.

In addition to Freud, Lev Vygotsy, another modern theorist advocating cognitive significance of play, regards play as a “leading activity” (Lev Vygotsky. 1978) and it is believed that play can provide chances for children to use language and sensory to cognize the world, leading to their better adapting themselves to the society. Lev Vygotsy has pointed out the positive correlation between language development and play, the positive correlation between problem solving skills and play as well as the fact that the social interaction of play develops cognition (Lev Vygotsky. 1978). From all these three aspects, a fair knowledge can be obtained that play can affect young children via influencing any one aspect of those young children.

Apart from that, it is added by Eleni Mellou that both the classical play theories and the modern play theories have paid attention to play’s effect in personal expression and social adaptation (Eleni Mellou. 2006). That is to say, the relationship between play and cognitive development is clearly suggested in both the classical play theories and the modern play theories.

3. Types of Play

With the theories of play being illustrated at length in the above, what follows is the four different types of play that promote communication and language appropriate for children aged appropriately 2/4 years. At the same time, the benefits of these four specific types of play toward communication and language appropriate for children aged appropriately 2/4 years will be referred to.

3.1 Free Play

In the paper of Joan Santer, Carol Griffiths and Deborah Goodall, they have defined free play in the way that “children choose what they want to do, how they want to do it and when to stop and try something else” (Joan Santer, Carol Griffiths and Deborah Goodall. 2007). Based on this definition, it can be easily found that children are with no objectives from the adults and there are no lessons imposed on them in free play. The more concrete condition in free play is that the children take the lead to play and they follow the instructions from the adults. Usually, the adults will provide the necessary materials and space for children in free play and they may sometimes even join in the play together with those young children. However, free play does not necessarily indicate an absence of boundaries but instead children are well controlled in the context of play so as to ensure their safety.

Free play is inevitable toward the development of brain for 3 years old children (Brooke De Lench. 2014). The great significance of the development of brain is known each and every one of us. Therefore the fact that free play can benefit the development of brain for 3 years old children can undoubtedly notify the inevitability of play for 3 years old children. In addition to the benefits in the development of brain, Brooke De Lench has also mentioned that free play is the process for young children to build their own confidence and self-esteem in that those children need to make decisions themselves while playing (Brooke De Lench. 2014). Moreover, what is more convincing is that there is also scientific evidence for the benefits of free play toward the development of brain. It is mentioned in the paper of Sergio Pellis that free play can change the connections of the neurons at the front end of chidlren’s brain (Sergio Pellis. 2014). And it is added that the changes can help children with making plans, regulating emotions and solving problems in the due time (Sergio Pellis. 2014). The same as Sergio Pellis, Joan Santer, Carol Griffiths and Deborah Goodall as well put forward the same view that free play can help shape children’s ability of language skills and communication (Joan Santer, Carol Griffiths and Deborah Goodall. 2007).

3.2 Heuristic Play

Heuristic play is defined by Elinor Goldschmied, an educational psychologist, as the type of play that can enable children to discover and learn on their own. And free play is initiated by children themselves and the adults are simply the observers (Elinor Goldschmied. 2014). Kathy describes the time for a heuristic play should be long enough to guarantee that children can completely explore the objects and pack up. Heuristic play is appropriate for children at all age groups (Kathy. 2010). 3-year-old children start to develop linguistic abilities and they begin to understand the functions of objects and ponder on how they can utilize them (Anita M. Hughes. 2016).

Armand D’Angour has related play to education and he proposes that play is one of the most efficient pedagogical ways in education, which is right why he recommends play as an educational method at an elementary level and students’ learning by play (Armand D’Angour. 2013). Moreover, it is added by Armand D’Angour that Plato deems that interest and motivation also matters a lot in students’ learning. In the opposite, he is objective to the use of force in education when taking the truth that “knowledge which is acquired under compulsion obtains no hold on the mind” into consideration (Armand D’Angour. 2013).

3.3 Risk Play

Risk play, from the perspective of Helen Little and Shirley Wyver, is an exciting and anti-phobic process that may engage in a potential of physical injury, and the play provides chances for challenging, exploring boundaries, learning about injury risk and testing limits (Helen Little, Shirley Wyver.. 2008). But from the point of view of Steven Pinker, to face danger is one effective way for children to develop mental mechanisms such as the emotions of caution and fear, phobias for stimuli like confinement, risky social encounters, heights, predatory and venomous animals as well as a motive to get familiar with the situations in which each and every one won’t bring harm to one another (Steven Pinker. 1995). It is further suggested by Steven Pinker that boys tend to explore more engaged and larger than girls in risk play.

The benefits of risk play can mainly be embodied via its effect on young children’s becoming clear about their exploring the environment, ecology, improving and practicing various different physical techniques for developing endurance, skeletal quality, muscle strength and so on. At the same time, risk play can influence much toward young children’s obtaining competence in fighting, aggression, social experience and competition in subordinate and dominant roles (Helen Little, Shirley Wyver.. 2008).

3.4 Pretend Play

Pretend play is an activity for children of early years to cultivate cognitive and social-emotional development. It is stated by Renee Peters that pretend play is a thinking skill in that children should be aware of what is occurring when they pretend to play (Renee Peters. 2012). By 3 years old, the ways for children pretend to play can be construction sites, fairly castles, dinosaur battles and tea parties, etc. And it is added that pretend play calls for children’s imaginations because it includes pretending with actions, objects and situations. Pretend play is a process for children to transfer from thinking in a concrete way to an abstract way.

Pretend play is good for children in many aspects. Pretend play motivates children to discover the unknown and to take risks, during which children can foster social skills and initiate and keep social relationship with peers. The functions of social relationship with friends can enable children to get companionship, ego support, intimacy, physical support, social comparison, stimulation (Renee Peters. 2012). Children simply imagine that they are playing. They try out feelings, ideas and roles, which involves them ‘reading’ and ‘writing’ long before they actually nurture those skills (Renee Peters. 2012).

4. The Importance of Developmentally Appropriate Play

Developmentally appropriate play is the play that should fit in well with children’s development and learning and it should be adjusted based on children from different experiential backgrounds. In this way, young children can smoothly have fun from play so that the developmentally appropriate play can reach its goal. And it has also been raised by Gaye Gronlund that children in developmentally appropriate classrooms seem to suffer considerably less stress and they enjoy improvements in emotional development and motivation (Gaye Gronlund. 2010). Developmentally appropriate play follows individual characteristics and it satisfies the needs of each and every young child.

5. Conclusion

To sum up, a reasonable conclusion can be drawn that the importance of developmentally appropriate play can really exert significant impacts on children’s holistic development and learning and that is why young children should be highly motivated to play. Through play, young children can develop communication and language skills, develop imagination, discover themselves, master social skills, mental and physical health and so on. However, the play should follow the developmentally appropriate approach so that young children can grow better.

Bibliography

Anita M. Hughes. 2016. Developing Play for the Under 3s: The Treasure Basket and Heuristic Play. Book Now Ltd. London.

Armand D’Angour. 2013. Plato and Play: Taking Education Seriously in Ancient Greece. American Journal of Play. 5(3). Pp 293-307.

Brooke De Lench. 2014. Unstructured Free Play Important for Kids: Critical to child development says report from American Academy of Pediatrics. Online available from: http://www.momsteam.com/successful-parenting/unstructured-free-play-important-for-child-development-experts-say.

Dave Yount. 2017. Statements That Plato Never Made. Online available from: http://www.mesacc.edu/~davpy35701/text/plato-things-not-said.html.

Eleni Mellou. July 07, 2006. Play Theories: A contemporary review. Early Child Development and Care. 102 (1). Pp 91-100.

Elinor Goldschmied. 2004. People under Three Young Children in Day Care (2nd edition). Routledge, London & New York.

Gaye Gronlund. 2010. Developmentally Appropriate Play: Guiding Young Children to a Higher Level. Online available from: http://www.journalofplay.org/issues/4/2/book-review/developmentally-appropriate-play-guiding-young-children-higher-level-gaye.

Herbert Spencer. 1977. The Principle of Psychology. Boston: Longwood Press.

Joan Santer, Carol Griffiths and Deborah Goodall. 2007. Free Play in Early Childhood: A literature review. National Children’s Bureau.

Kathy. May 28, 2010. Heuristic Play: a simple guide. Online available from: http://www.kathybrodie.com/articles/heuristic-play-a-simple-guide/.

Lev Vygotsky. Ed. Michael Cole. 1978. Mind in Society. Cambridge, MA: Harvard University Press.

Helen Little, Shirley Wyver. June 2008. Outdoor play: Does avoiding the risks reduce the benefits? Australian Journal of Early Childhood. 33(2).

Renee Peters. June 11, 2012. How to Make the Very Most Out of Pretend Play in the Toddler Years? Online available from: http://www.positiveparentingconnection.net/six-benefits-of-pretend-play/.

Sandie Rollins. 1972. Theories about Play in Early Childhood Education. Online available from: https://edupsychology.wikispaces.com/file/view/Theories+about+play.pdf.

Sergio Pellis. August 6, 2014. Scientists Say Child’s Play Helps Build A Better Brain. Online available from: http://www.npr.org/sections/ed/2014/08/06/336361277/scientists-say-childs-play-helps-build-a-better-brain.

Sigmund Freud. 1975. Beyond the Pleasure Principle. New York. Norton.

Steven Pinker. 1995. The language instinct: The new science of language and mind. London: Penguin Books.

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Paper代写:How Does Parental Divorce Influence Children in China

2018-02-07 17:37:16 | 日記
本篇paper代写- How Does Parental Divorce Influence Children in China讨论了父母离异对中国儿童的影响。有数据显示,中国的离婚率在过去几十年里一直在快速增长。离婚对于儿童来说是一个严重的问题,可能会导致儿童缺乏管教和家庭温暖,其次沉重的心理打击,易导致其性格缺陷,使孩子的人际交往能力减弱,自卑感更强,比较敏感、早熟等等一系列问题也会出现。本篇paper代写由51due代写平台整理,供大家参考阅读。

Statistic shows that the divorce rate in China has been growing rapidly in the past decades (Statista, 2017). There has also been evidence showing that parent-child relationship varies across cultures (Bilge & Kaufman, 1983). Therefore, it is necessary to conduct a research about how children in China are affected by parental divorce. This paper aims to develop a literature review about the research question: how does parental divorce influence children in China? There has been various existing research that investigates the general influences of parental divorce on children. Meanwhile, there are also limited studies that focus on the specific case in China. To achieve a basic understanding of current research status of this research topic, eight academic articles will be reviewed and synthesised as follows.

The first study included in this paper was conducted by Amato and Keith (1991). The adopted method in the research was meta-analysis which involved 92 existing studies. This research provided a framework to investigate how children are influenced by parental divorce, and according to Amato and Keith (1991), the influences of parental divorce on children mainly included three aspects: parental absence aspect, economic disadvantage aspect and family conflict aspect. Under the influences of parental divorce, children might differ from those in intact families in the following dimensions: education attainment, behavior, parent-child relations, adjustment and self-concept, etc. Apart from generating a framework for latter research, this paper also provided some useful implications about research methods. Initially, studies conducted at different times generated different results. Earlier studies tended to believe much stronger effects of the divorce on children than the recent ones. In addition, studies with different sample sizes also generated different research results. To be more specific, social adjustment and father-child relations were significantly related to the sample size of studies.

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The research of Amato and Keith (1991) provided a basic understanding of the impacts of parental divorce on children. More importantly, it compared and synthesised different studies on this topic, and outlined the relationship between research results and research methods. Nevertheless, it had the limitations that the study was conducted a long time ago, so the research results might be outdated.

A more recent study conducted by Amato (2000) addressed various key issues about parental divorce’s impacts on children. Such issues included whether divorce caused a temporary turmoil or a lifelong impact on children, and the factors that mediate the effects of divorce. Research results were based on the comparison and analysis of the existing studies, showing that the effects of divorce on children varied greatly among children, andit was vital for social workers and researchers to notice such contingencies. The weakness of this study was that its conclusions was somewhat too general and the research lacked appropriate primary data to support its conclusions.

The studies of Amato and Keith (1991) and Amato (2000) both provided an overview over how children were affected by divorce. There were also many studies that focused on a specific area of parental divorce’s impacts on children. The research of Amato and Cheadle (2008) focused on the behavior problems of children caused by parental divorce. Through the comparisons between the biological and adopted children, this research showed that the behavior problems of children were mainly due to the family environment instead of genetic connections between parents and children. This research provided a fresh perspective to investigate how children were affected by parental divorce, and further supported the argument that family environment was the major factor having influences on children. Meanwhile, this research also had the limitations that it failed to take the different divorce rates between adopted families and biological families into consideration. It is showed that the divorce rates of biological families were much higher than that of adopted families, which might lead to a biased research result.

Another study that focused on a specific area of parental divorce’s impacts on children was conducted by Keith and Finlay (1988) who focused on education and marriage of children. Research results showed that children in divorced families were likely to achieve lower education attainment and to get married at an earlier age. Additionally, daughters in divorced families were more likely to get divorced, while the divorced rates of sons were related to their social classes. This study was based on data of National Opinion Research Corporation's General Social Surveys, and consider about the different genders of the children. However, it failed to analysethe differences between the children that experienced an early parental divorce and those that experienced the delayed.

Moreover, the study of the adverse Furstenberg and Kiernan (2001) provided an innovative perspective to study the research topic by comparing early ce and delayed parental divorce. A longitudinal study was conducted among 17,414 children born in the same week in UK. The children were followed up, traced, and interviewed in their adulthood. Children that experienced parental divorce were divided into two groups: early parental divorce and delayed parental divorce. Research result showed that the delayed divorce exerted less adverse influences on children than early divorce. This study had the strengths of a large sample size, large time span, and the innovative research perspective. By selecting children that were born in the same week also determined that the research sample had the similar social context. This research indicated that the general conclusions should be avoided about how children were affected by parental divorce. Nonetheless it failed to take children in intact families into comparison.

The above studies were all conducted in western cultures like the UK and US, and it is reasonable to believe that their research results might not be applicable in the case of China. It was until recently that social researchers began to pay attention to how children were affected by parental divorce, and the number of studies that examined the case in China was limited The articles were reviewed and synthesised as follows. The first research was conducted by Dong, Wang and Ollendick (2002). 174 children from divorced families and 174 children from complete families were involved in the study, and the quantitative measures were adopted to evaluate the impacts of parental divorce on children. Indicators used in this study included Children’s Depression Inventory (CDI) and Beck Depression Inventory (BDI). Research results showed that children from divorced families experienced a higher level of depression and anxiety than those from complete families. This research adopted a quantitative research method with a medium size of sample . The limitation of this study was that it failed to take the ages of children into consideration.

The study of Dong, Wang and Ollendick (2002) focused on the psychological impacts on children, while that of Liu et al. (2000) researched the behavioral effects on children. Quantitative measures were adopted in this study as well, and indexes about children behavior like Child Behavior Checklist were involved. A total number of 58 children from divorced families and 4804 children from complete families were researched and the results showed that children in divorced families rated significantly higher in aggressive behavior, withdrawal and social problems than those children in intact families. This research had the weakness of a relatively small sample size of children from divorced families and the unequal sample sizes of control group and experiment group, which may have an influence on the research results.

Another study focused on China was conducted by Cheung and Liu (1997). Different from the previous studies that investigated children, this research conducted surveys by analysisng301 single parents. There sults showed that children in divorced families exhibited serious behavior problems and anxiety. Based on the findings, the paper also provided some useful suggestions for parents to minimise the possible negative impacts on children, including the parents’ acceptance and social supports.

In summary, eight academic articles have been reviewed and synthesised above. Two of them were theoretical studies that provided a general overview over how children were affected by parental divorce, and the other six adopted quantitative or qualitative methods to investigate a certain area about the research topic. Also, among the latter six studies, three of them were conducted in western cultures, while the another three focused on China issues. These eight studies not only help to achieve a deeper understanding of the parental divorce’s impacts on children, but also provide useful implications about the research methods. Based on the literature review, some useful implications could be generated for later research. Firstly, general conclusions about research topic should be avoided for further applications, and variables like the age and gender of children should be taken into consideration to improve the accuracy of the research results. Also, more participants should be involved to make research results more valid and convincible. Lastly, the major difference about parental divorce’s effects on children between China and western society is that the divorce rate in China is relatively lower than that in western countries. This difference creates difficulty for sampling of children in divorced families.

2. Research Question:

Under the dual influences of population and social changes, economic situation, occupations, and people's ideas, such as marriage, family view, sexual concept, mate selection, and ethics, have undergone rapid changes. On the one hand, with the increasingly diversified social development in China, family status is constantly changing. Therefore, in China, the wave of divorce strongly influences every family, based on the fact that the divorce rate keeps following an obvious upward trend, and results in an increased number of the divorced family children. This may lead to more children related problems that can further influence the development of the whole country, and as a result, it is reasonable to believe that such an increasing number of divorced families has become one of the most important social problems. On the other hand, due to the traditional Chinese culture, it is a common phenomenon for the grandparents to live with their children and look after their grandchildren. In this whole background of the increasing divorcing rate, the grandparents are without doubt playing an increasingly important role in Chinese single parenting children’s lives.

Therefore, the answers to the following questions are rather important: what is the mental health conditions of children from single-parent families? Does living with grandparents directly influence single-parent children? Does the divorce have the same effects on children when they have or do not have their?

This study largely accomplished some knowledge gaps in this area.

3. Methodology:

The purpose of this section is to present a general statistical methodology for repeated measurement experiments (or surveys) which involve multivariate categorical data.

In this research plan, Sampling, comparison, and evaluation are used as methods.

According to the research texts, methodologies are listed as followed.

Analysis: classes of data were collected and studies were conducted to discern patterns and formulate principles that might guide future actions.

Comparison: two or more existing situations were studied to determine their similarities and differences.

Evaluation: research were conducted to determine whether a program or project followed the prescribed procedures and achieved the stated outcomes.

Survey-questionnaire: behaviors, beliefs and observations of specific groups were identified, reported and interpreted.

Experiment: one or more variables were manipulated and the results were analyzed.

In another classification, methodology can be also categorized into qualitative data collection and quantitative data collection. The methodology in this research plan uses the later category, by collecting data and building model.

4. Methods:

4.1. Sampling

The choice of the object of this study selected 12 schools in Shenyang City, of which four were primary schools (only the fourth, fifth, sixth grade), five were junior high schools, and three were senior high schools. A total of 2199 copies of the questionnaire were sent out, including 635 to primary schools, 1062 to junior high schools, and 502 to senior high schools. All the measured tables are received. After validity analysis, the number of invalid questionnaires was detected to calculate the effective rate.

Strictly considering about the sample selected in this study, although not on behalf of the city all divorced children, the general analysis can reflect the mental health of the object.

4.2. Data Analysis

The study took the ‘mental health diagnosis test’ as a measurement tool. The scale, which was also known as the Anxiety Test, was applied to the students of the fourth year in high school. The scale had a total number of 100 topics, including 8 content scales,(1) study anxiety(A), (2) fear to people(B), (3) lonely tendency(C), (4) self-blame tendency (D), (5) allergy tendency (E), (6) physical symptoms (F), (7) terror tendency (G), (8) Impulse tendency (H),and a validity scale (i.e., polygraph scale). The scores of each subscale can be converted to standard points, and the standard scores of the eight content scales can be regarded as those of the total anxiety tendency of the full scale. The test can reflect the general level of individual mental health through not only the total score of the content scale, understand the general tendency of each person's anxiety, including the breadth of anxiety and the degree of anxiety, but also the results of a content scale, a certain aspect of psychological problem tendencies and severity. The test can help to diagnose the primary and secondary school students’ emotional distress and maladaptation, so that teachers and parents to can understand and guide the children in a right way. Validity and reliability coefficient is higher.

Each factor was divided into eight sub-critical points (less than 8 points for normal anxiety, equal to or greater than 8 for abnormal anxiety), and the total score of anxiety was 65 points.

In this study, from the divorced and finished families tested, the cases with a total score of anxiety equal to or greater than 65 points were filtered out and recorded in the following table.

However, even though the causes of the disorder can result in more explanation, it is difficult to confirm the divorced family and that the exception is caused by divorce. To this end, the special design of the interview outline which including the divorced family, teachers, family interviews, progress dissociation of different family health situations or development levels, deep excavation of its production reasons, can provide the basis for the analysis.

The progress of the test on the table was confirmed and so did the reasons for the objective explanation of the health status.

4.3.1. Tests

Sampling was finished through random selection of the schools to be measured and let the school to measure the class, in the same time, to the level of units for measurement. When the test was finished, it was required to tick out the efficiency of the questionnaire, and then divorced from the divorced family asked volume.

4.3.2. nterviews

The study was conducted in a way that the researchers were in charge of 10 cases each, combined with the interview outline with the school and its exchange, and with the class teachers, home exchanges, and deep dissociation of the health status. Records needed to make during the whole process.

5. Ethical Considerations:

The content of this article is absolutely in line with the requirements of laws and regulations, and is definitely written without any violation of laws and regulations. This article strictly compliance with intellectual property rights to comply with ethics. Design and experimental process have strictly considered the private safety and health issues, whether it is experimental environment or questionnaire. This subject does not involve non-technical factors such as ethics.

6. Strengths and limitations of the research design

This research plan includes variables such as, age and gender, to compare the mental health status of children from divorced families and those from intact families. Particularly, this research plan focuses on the role that grandparents play.

This research plan studies the impact of single-parent families on mental health of children in different age bands in China. As mentioned in the Literature Review, the papers on mental health development of children from divorced families in China are quite rare. This study helps to understand not only the effects of single-parent families on mental health development of children with statistical data, but also the conditions in the Chinese context.

This research plan focuses on the outcome children’s mental health development in single-parent families about those who live with grandparents in China. Recent papers proved that the grandparents’ role was even more important in single-parent families. Feng (2002) suggests that about 70% of the single-parent children in China are not raised by their parent directly. However, in both Western and Chinese cultures, raised by grandparents is thought to be not enough for a child’s growth and can even cause some problems in children’s mental health development.

Therefore, this research plan is important for its filling in some gaps in this field.

Different from all the other studies, this research plan intends to conclude the factor of being raised by grandparents in the cases of single-parent family situations. It will fulfill the area of understanding the mental health development of children in single-parent families in China.

References:

D’Cruz, H., &Gillingham, P. (2014). Improving child protection services: Australian parents’ and grandparents’ perspectives on what needs to change. Practice: Social Work in Action, 26(4), 239-257.

D’Cruz, H., &Gillingham, P. (2016). Participatory research ideals and practice experience: Reflections and analysis. Journal of Social Work, 0(0), 1-19. doi: 10.1177/1468017316644704

D’Cruz, H., Gillingham, P., & Melendez, S. (2007). Reflexivity, its meaning and relevance for social work: A critical review of the literature. British Journal of Social Work, 37, 73-90.

Vaus, D.A. (1995). Surveys in Social Research (4thEd.). Allen & Unwin: St Leonards, NSW.

Drury-Hudson, J. (1997). A model of professional knowledge for social work practice. Australian Social Work, 50(3), 35-44.

Ferguson, H. (2016). Researching social work practice close up: Using ethnographic and mobile methods to understand encounters between social workers, children, and families. British Journal of Social Work, 46, 153-168.

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Essay代写:Marketing analysis of Johnson & Johnson’s Band-Aid

2018-02-07 17:26:58 | 日記
下面为大家整理一篇优秀的essay代写范文- Marketing analysis of Johnson & Johnson’s Band-Aid,供大家参考学习,这篇论文讨论了邦迪创可贴。邦迪创可贴是强生集团旗下的品牌,旨在为消费者提供创可贴产品。创可贴是生活中的必备物品。其中,家庭群体使用最多。创可贴的作用是止血、镇痛、杀菌、消炎和愈合伤口,用途非常广泛,所以销售量是非常高的。而邦迪创可贴的销售途径,主要是供给医院,还有大型直销渠道。其竞争对手主要是Paul Hartmann和Nucryst。

1. Branding and positioning strategy for Band-Aid

Band-Aid is subsidiary brand of Johnson & Johnson aiming to provide product of band aid for its consumers. Band-Aid focus on its segment market of family-use, daily-use and medical-use. Among them, the family group is got most attention. Band-Aid is eager to product of band aid with feature of hemostasis, analgesia, sterilization, antianaphylaxis, diminishing inflammation and healing wounds (Johnson & Johnson’s official website, 2017).

2. Perceptual map for band aid and its competitors

http://www.51due.net/writing/essay/sample32396.html

(Y-axis is price. X-axis is the product feature. Right side means the product feature is comprehensive and the left side means the product is specialized in a certain field.)

In the band aid market, there are two main competitors for Band-Aid. One is the worldwide brand like Paul Hartmann and Nucryst. They both provide band aid product all over the world. Paul Hartmann focus on the sport player market aiming to provide product feature of antibiosis and anti-sweat. As for Nucryst, its band aid is popular type highlighting the low price and practical feature. Besides the worldwide brand, there are lots of local brand as a strong competitors for Band-Aid. For example, in China, Yunnan Baiyao is a strong player providing band aid with feature of traditional Chinese medicine, which meets Chinese appetite. In Korea, POTH is attractive consumers with the product feature of various shape (Kredentser, 2009).

3. Product utility

3.1 Form utility

The feature of Band-Aid’s product is its comprehensive functions, which can be adopted into several situations.

3.2 Time utility

The distribution and sales channel has been established all over the world. Thus, it is convenient for consumers to get Band-Aid’s products.

3.3 Place utility

A comprehensive sales channels for transformation of Band-Aid’s product have been set up by the medicine outlets and online stores.

3.4 Possession utility

The band aid can provide sense of safety for consumers especially the strong feature of Band-Aid’ product.

3.5 Psychological utility

As a company with more than a hundred years, its brand image is reliable and innovative (Johnson & Johnson’s official website, 2017).

4. Current marketing strategy and tactics of Band-Aid

4.1 Product

Product itself is Band-Aid’s core influencing consumers in terms of experience, word of mouth spread and its brand image. Band-Aid’s product development based on consumers’ demand. Firstly, it come up with the feature of antibiosis and anti-matter. After that the feature of waterproof and ventilation is put forward. Besides the development of new feature, Band-Aid also spends efforts to maintain its product quality (Johnson & Johnson’s official website, 2017).

4.2 Price

In general, Band-Aid adopts the value pricing, which is between the penetration price and skimming price. Band-Aids prices its product based on its quality and cost (C Bittar, 2003).

4.3 Place

There are two main channels for Band-Aid. One is the medicine channel. In this way, Band-Aid sales its product by the franchiser. The initial distribution is set up in different countries. And then, initial distribution allocates the specific market share to the secondary distribution, which is based on the specific region. In this model, Band-Aid pays attention to the price management to avoid the commodities fleeing. The other important channel for Band-Aid is consumer channel. In this model, Band-Aid establish the cooperation with the large-scale outlets directly to sale its product (Songand Cui, 2013).

4.4 Promotion

Different distribution has its own promotion strategy. As for the medicine channel, Band-Aid put forward promotion of discounts seasonally. In regard to the consumer channels, the discount is for the volume sales (Johnson & Johnson’s official website, 2017).

5. Price elasticity analysis for Band-Aid

Substitute goods have a great influence on the price elasticity. Although Band-Aid’s product feature is excellent in its field, its differentiation is weak relatively for the mass consumers. Thus, for mass consumers, they cannot tell the specific difference between Band-Aid and other brand, which makes the price elasticity high.

Reference

Johnson & Johnson’s official website (2017). https://www.jnj.com/

S Kredentser (2009). Marketing family medicine.Canadian Family Physician Médecin De Famille Canadien, 55 (6) :669, 670.

C Bittar (2003). J&J Stuck on Expanding Band-Aid Franchise. Brandweek. 23(25): 12-13.

XC Song&JZ Cui (2013). Marketing Strategy Analyse Based on 4 P Theories. Lecture Notes in Electrical Engineering, 45(47):24-26.

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