edu

education

Dissertation写作秘籍分享

2019-05-21 17:24:43 | 日記
临近毕业季,很多留学生就要结束留学生涯了,离毕业也只有一步之遥,不过前提是得把Dissertation写好才行,不然就麻烦了。如果小伙伴们还在写作Dissertation的道路上苦苦挣扎的话,不妨看一下我们分享的Dissertation写作秘籍。

Dissertation写作流程:

第一步:选定主题并搜索文献

第二步:做文献综述

第三步:制定研究目标和问题

第四步:设计研究方案

第五步:收集数据

第六步:分析数据

第七步:阐述研究结果

第八步:撰写报告

接下来,就按照写作流程讲解一下每一步具体要做些什么事情。

第一步和第二步其实没什么好解释的。首先,你需要根据自己的兴趣来选择一个topic,并针对这一topic进行大量的文献阅读,从而确定好一个具体可执行的题目作为你想研究的目标。

要注意,literature review部分其实非常重要,你必须保证使用的文献是最新版的,分析要到位,数据要明确,总结来说,一个良好的literature review需要具备以下要素:

Clear and concise

Synthesises available research

Uses a wide range of relevant, up-to-date sources

Evaluates,compares,contrasts and comments on the literature where possible

当然,这一过程一般会在你的导师的指导下完成,如果遇到困惑,可以及时跟自己的导师沟通交流。

制定研究目标和问题

首先,研究目标一般分为大目标(aims)和小目标(objectives)。

Aims:what you are trying to achieve with your research

A general statement of intent–what you will do overall

Usually only one or two aims

Objectives:How you will go about achieving your aim(s)

A break down of the overall aim(s)into more specific chunks-your“deliverables”or“targets”

Probably no more than six specific objectives

研究目标的制定必须要遵循以下标准:

Clear and intelligible(清晰易懂)

Researchable(可研究)

Linked to one another(相互关联)

Neither too broad or too narrow

Not biased(无偏见)

要注意你所制定的目标都必须跟前期的literature review紧密关联,你也正是在literature review的过程中逐步确定自己的研究目标和方向。

确定好你的研究目标和问题后,接下来就是设计研究方案。

Research philosophies

Ontology and epistemology

Approaches to theory

deductive and inductive

Research strategies

quantitative and qualitative(or both)

Research designs

frameworks for collection and analysis of data

Research methods

techniques for collecting data e.g.surveys, experiments, interviews, observations etc

Data analysis methods

不同的学科在研究方法上各有差别,但是诸如定性分析、定量分析这些概念在大部分学科都是普遍适用的。

可能还有小伙伴不太清楚定性分析和定量分析的区别,那我们先在这里小小科普一下。

01

Quantitative(定量分析)

定量分析的优点:

allow for a broader study(研究更广泛)

can allow for greater objectivity and accuracy of results(结果更加客观准确)

the research can be more easily replicated(研究可复制)

personal bias can be avoided(避免个人偏见)

定量分析的数据采集方法:

Structured interviewing(结构化采访)

Survey or questionnaire(调查或问卷)

Structured observation(结构性观察)

Content analysis(内容分析)

调查问卷就是定量分析中常用的一种数据收集方法。调查问卷分为自填式调查问卷和访谈式调查问卷。

02

Qualitative(定性分析)

定性分析的数据采集方法:

Ethnography(observation)(观察)

Qualitative interviewing(采访)

Focus groups(小组讨论)

Language-based approaches: Conversation analysis/Discourse analysis(对话分析)

Documentary analysis&diaries(文献分析)

Action research approaches(行动研究)

采访是定性分析中常用的一种数据收集方法。

还有一点,同学们在写dissertation之前,通常需要交一份proposal作为毕业论文的大纲和计划给老师审核。

以上就是给大家分享的Dissertation写作秘籍,鉴于Dissertation的重要性,大家一定要多下功夫,去把它写好。

1due留学教育引领海外留学的风向标,打造最好的教育品牌,提供专业的代写服务,我们为自己的品牌代言,不负留学生的期待。提供全方位的服务,包括assignment代写、essay代写、paper代写服务。

更多关于代写的内容,点开主页栏目,即可快速获取代写相关资讯,如果各位有美国作业代写需求,可以咨询24小时客服QQ:800020041,为您详细解答。

Paper代写:Key Factors in Campus Violence

2019-05-21 17:23:33 | 日記
下面为大家整理一篇优秀的paper代写范文- Key Factors in Campus Violence,供大家参考学习,这篇论文讨论了校园暴力。校园暴力是一个严重的问题,它可能会发生在刚入学的时候。在2005年美国大学健康协会发布的校园暴力白皮书中,所有的数据和事实都基于大量的被调查学生,表明这种情况确实存在于美国校园,并从各个方面影响着许多学生。事实上,各种各样的学生都可能成为校园暴力的受害者,比如内向和不太善于交际的学生,嗜酒成瘾的女孩等等。不可否认的是,学生是脆弱的,改变生活的暴力行为很容易扭曲他们的未来。

Campus violence is a serious problem which may happen even when people just enter school. In the Campus Violence White Paper issued by American College Health Association in 2005 (Carr, J.L., 2005), all the data and facts based on a huge amount of students enrolled in the investigation indicated this situation definitely existed in American campuses and affected many students from every aspect. It showed us that 479,000 crimes occurred on college students aged from 18 to 24 each year since 1995 and approximately 1,400 died annually just because injuries related to alcohol. Moreover, about 95 percent of attempted or completed rapes on students were neglected by the victims and only a small proportion of crimes have been reported to the police or law enforcement, which means the circumstances of campus violence maybe much worse than they have already been. Also according to the 2010 NUS (Nation Union of Students) survey mentioned on the Guardian, one in seven female students in Britain have encountered with campus violence and 35 percent of the actions are conducted by people they know well. With no doubt, it is a global concern that the severity of campus violence keeps at a high level and could not be avoided. In fact, all kinds of students could be the victims in the campus violence, such as introvert and less-sociable students, girls addicted to alcohols, et cetera. Fear of retaliation, sense of shame, ignorance and hesitation make some of them keep the secrets inside or silence about the actions, which could result in more acts of violence on them. On the other hand, disclosure and report could bring them humiliation, discrimination from other students and also more reprisal attacks. All the choices seem to be no good to students as the terrible behaviors have already been left on them. The negative influences physically and psychologically on the victims cannot be estimated or calculated and may last their entire life. There are too many examples that students start to lose themselves in drugs and alcohols after the violence in campus devastate them. Therefore, it cannot be denied that students are vulnerable and the life-changing violent actions could easily twist their future.

Annotated Bibliography

Fisher, Bonnie S., Cullen, Francis T. and Turner, Michael G. The sexual victimization of college women: Findings from two national-level studies, National Institute of Justice and Bureau of Justice Statistics, 2000.

This study introduces the sexual victimization behaviors and the influential degree existing on college women. After completing the interviews to 4,446 college women and abstracting the information in the surveys, it summarizes how women students define previous sexual behaviors forced on them, the percentage of college women who had been sexual victimized before starting college and the percentage of incidents that intimate people harass them.

The authors believe the study overcomes the limitation of sample size, subjective opinions and types of violent actions using a telephone survey on the college or university students that are categorized by various factors to make sure the integrity and authenticity of the researches. Also the NCWSV screen questions used in the researches are comprehensive and detailed to help participants clearly and certainly understand whether their experiences are sexual victimization.

The in-depth work and well-estimated data does increase the credibility and persuasiveness of the sexual victimization study. The authors focus on the campus violence on college women only at the perspective of sexual related actions and cover as many details as they can. The concentration helps readers better understand the seriousness and get the full scope of this question.

Sameena M., & Heather H. Gendered Violence and the Ethics of Social Science Research. Violence Against Women, vol.17, no.12, 2011, pp. 1509-1520.

Based on Clark and Walker`s theories, Sameena and Heather analyze philosophically the violent actions on different genders and the ethical questions related to the behaviors. Who would be responsible for the violence and how the activities define in ethics are also research topics. Finally, the authors explain the righteousness and fairness of the researches from the ethical angles.

The violent actions have been regarded as philosophy questions. Unlike other studies about violence, there are no data and actual research objects in this paper. In their opinions, without discrimination and prejudice, women and children are still primary violent victimizations. This conclusion and thought are not the potential consciousness, but the results from analyzing and researching.

Not limited to college women, but the research objects do include them, which means in philosophy they are more vulnerable to be victims. The supplementary study helps the question to be acknowledged in another perspective.

Ladd, G. W., & Kochenderfer-Ladd, B. Identifying victims of peer aggression from early to middle childhood: Analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims. Psychological Assessment, 14, 2002, pp. 74–96.

The authors conduct the researches on two groups of students at different grades. Except for the age, interviewee category is also the variable in this study. Those factors help researchers to find out grown-up students are more trustworthy than children before grade 2 and comprehensive to campus violence.

The ages of investigated students are connected to the maturity and psychological state, which could affect their campus violent behaviors. Students at different stages mentally and physically view the violence and victimization quite diversely, which means age is also a considerable element in evaluating the violent actions.

Number and range of research objects build the value and meaning of this study. The authors use the combined researches to estimate who are vulnerable to be victims in the campus bullies at different ages that could be understood.

Mayhew, Matthew J., Caldwell, Rebecca J., & Goldman, Emily Grey. Defining Campus Violence: A Phenomenological Analysis of Community Stakeholder Perspectives. Journal of College Student Development. 52(3), 2011, pp. 253-269.

Three authors are responsible for their own researches respectively and then construct the study to thoroughly define the campus violence. They have interviewed all kinds of persons in the university community, including students, faculty members and other staffs related to the schools. So the comprehensive concept of campus violence is achieved to help them better understand and consider how to improve the situation.

According to the distinctive answers from people mentioned above, cognitive ability affects their own definition process, which makes the perception of campus violence varies for them. Previous experience, educational level and even personality are all inconclusive factors and the importance of campus violence differs with them.

This study collects broader range of data compared with others to enhance the credibility. As the surveys are based on people with different cognitive abilities, the definition of campus violence could really cover more aspects.

Kerbs, John J., & Jolly, Jennifer M. The Joy of Violence: What about Violence is Fun in Middle-School? Am J Crim Just. 32 (2007): pp. 12–29

Through the conversations with 30 students from grade 6 to 8 in middle school, John and Jennifer discover the understanding of campus violence in young people. They categorize the students who were at the scenes of violent actions into victims, perpetrators and witnesses and then study their thoughts as they are part of the bullies. Personal feeling is the most vital factor in this research, which encourage the authors to focus on.

Why middle school students tease others and how they feel about the actions are root cause of campus violence. The theory that students enjoy and get fun of bullying others truly help people see the reasons and think how to prevent these things happening.

It can be learned from the psychological ideas that lack of cognitive ability misleads and confuses young students. However, the study could be more convincing if increasing the sample size, enlarging the research area and balancing the research characters.

Hypotheses

The first hypothesis of this study is that gender is the key factor in campus violence which indicate that women students are more vulnerable to be victims. It makes violent actions related to women students more serious both physically and mentally.

The second hypothesis of this study is that students at different grades have distinctive understanding of campus violence. Childish and less-educated students are easier to conduct violent activities on peer students.

The third hypothesis of this study is that cognitive ability affects students in recognizing whether their actions are right or not. They may not realize the consequences and influences on the victims. But the ignorant and fatuous actions could result in severe problems.

References:

Ladd, G. W., & Kochenderfer-Ladd, B. (2002). Identifying victims of peer aggression from early to middle childhood: Analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims. Psychological Assessment, 14, 74–96.

Fisher, B. S., Cullen, F. T., & Turner, M. G. (2000). The sexual victimization of college women: Findings from two national-level studies.Washington, DC: National Institute of Justice and Bureau of Justice Statistics.

John J. K., & Jennifer M. J. (2007). The Joy of Violence: What about Violence is Fun

in Middle-School? Am J Crim Just. 32:12–29

Matthew J. M., Rebecca J. C., & Emily G. G. (2011). Defining Campus Violence: A Phenomenological Analysis of Community Stakeholder Perspectives. Journal of College Student Development. 52(3), 253-269.

Sameena M., & Heather H. (2011). Gendered Violence and the Ethics of Social Science Research. Violence Against Women 17(12), 1509-1520.

Carr, J.L. (2005). American College Health Association campus violence white paper. Baltimore, MD: American College Health Association.

51due留学教育原创版权郑重声明:原创paper代写范文源自编辑创作,未经官方许可,网站谢绝转载。对于侵权行为,未经同意的情况下,51Due有权追究法律责任。主要业务有essay代写、assignment代写、paper代写服务。

51due为留学生提供最好的paper代写服务,亲们可以进入主页了解和获取更多paper代写范文 提供作业代写服务,详情可以咨询我们的客服QQ:800020041。

英文论文的结论该怎么写

2019-05-21 17:23:02 | 日記
无论做什么事情,有开始就有结束。写作英文论文也一样,从开始论点的提出,到最后就需要结论了。结论无疑是整篇英文论文的结局,应当要体现作者更深层次的认识,而且是从全篇论文的全部材料出发的。那么如何才能写好英文论文的结论呢?下面就给大家讲解一下。

结论部分的写作要求是:措词严谨,逻辑严密,文字具体,常象条文一样,按顺序1、2、3……列成条文,用语暂钉截铁,且只能作一种解释,不能模棱两可、含糊其词。文字上也不应夸大,对尚不能完全肯定的内容注意留有余地。

写作内容一般应包括以下几个方面:

1.本文研究结果说明了什么问题;

2.对前人有关的看法作了哪些修正、补充、发展、证实或否定;

3.本文研究的不足之处或遗留未予解决的问题,以及对解决这些问题的可能的关键点和方向。

作为论文的结尾,结论需要对论文起总结作用,通过阅读之前的正文,读者基本已经了解了作者的研究课题,所以结论主要就是再给读者一个完整的总结。除了将论文提纲复述下,还要特别注明论文的创新点,并且指出研究工作的不足之处,或者今后需要继续努力的方向。而就论文而言,评审专家在阅读过论文之后,实际上也已经在脑中对作者的论文内容,意义,价值和不足之处有了大致的评判。

因此,这里特别需要作者在结论对本次研究工作坦诚布公地向专家说明。通过自己的叙述,评审专家能够相信作者对工作了解还是比较透彻的,成绩和不足是心中有数的。另外,作者还应该注意结论和序言部分的对应性,前后要有呼应。

以上就是关于英文论文结论的写作,论文结尾应起到收尾的作用。就像是旅行的时候最终有一个好的收尾会让人感觉很好,至少不会觉得这次旅行很糟糕。而且无论是做人还是做事都应该有始有终,所以一个好的结尾对于论文来说也是非常重要的。

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:British isolationist diplomatic thought

2019-05-21 17:20:34 | 日記
本篇paper代写- British isolationist diplomatic thought讨论了英国的孤立主义外交思想。英国作为一个岛国,外交重现实而轻理想。从都铎王朝开始到如今的英国脱欧,孤立主义是英国外交的一条主线,具有与生俱来的特点。孤立主义是一种可进退的外交理念,只要不涉及英国的重大利益,就尽可能保持在欧洲之外,英国愈是强大,孤立主义愈发明显,并成为试图控制欧洲局势乃至世界局势的一种手段。英国的孤立主义不是理想主义外交理念的体现,而是交织于现实主义的外交政策之中。英国脱盟也是英国孤立主义外交思想的涌动。本篇paper代写由51due代写平台整理,供大家参考阅读。

As an island nation, Britain values reality over ideals in diplomacy. From the beginning of the Tudor dynasty to the recent brexit, "isolationism" has been a main line of British diplomacy with inherent characteristics. "Isolationism" is a diplomatic concept that can be advanced or withdrawn. As long as it does not involve Britain's major interests, it should be kept outside Europe as far as possible. The stronger Britain is, the more obvious "isolationism" becomes, and it becomes a means of trying to control the situation in Europe and even the world. British isolationism is not the embodiment of the ideal foreign policy, but interweaves in the realistic foreign policy. Britain's departure from the eu is a surge of isolationist diplomatic thinking.

British isolationism diplomatic problem was discussed, the first two points: one is the British foreign policy has multiple dimensions, do not always reflect isolationism, even during the period of the idea of isolationism prevailed, in one's hand still has a different voice, for example, sol the marquis last term widely referred to as "splendid isolation" period, but as prime minister he never use the word "splendid isolation". Second, British politicians' diplomatic propositions have multiple dimensions, which cannot be simply defined as rigid isolationism or interventionism. For example, glastonbury was the main representative who opposed British interference in external affairs, but actively interfered in Egypt. Palmerston was the originator of gunboat diplomacy, but he also advocated keeping out of European wars and not going anywhere. British isolationism is not the embodiment of the ideal foreign policy, but interweaves in the realistic foreign policy. As an island nation, Britain values reality over ideals in diplomacy. In the author's opinion, in terms of Britain's European affairs, from the beginning of the Tudor dynasty to the recent brexit, isolationism's influence on the British foreign policy has been prominent or hidden by turns, but it has been working all the time.

The Tudor dynasty was the formation period of the British nation state and the beginning of the modern history of Britain. The hundred years war between Britain and France was the driving force of the formation of the British nation state. The war not only ended the political pattern of the British king "governing by sea" since the Norman conquest, but also ended the status of the vassal of the French king and his covetousness for the French throne, and turned to focus on the internal management of the British mainland. As the defeated party of the hundred years war between Britain and France, Britain lost all the French territories outside the port of Calais, which can be said to be a complete failure. But it also ended Britain's territorial dispute with France and the idea of taking over continental Europe. In short, from the beginning of the Tudor dynasty, Britain had little idea of competing for European territory in foreign affairs. The main purpose of the relationship with Europe was to protect the British mainland from the invasion of continental powers and maintain its economic and trade interests in the continent and the world. Therefore, maintaining the balance of power in Europe, being independent from Europe and trying not to get involved in the European war have become the basic principles of Britain's relations with Europe. From such a perspective, the British "isolationist" diplomatic thought is "inherent", which dates back to the founding of the British nation state. In other words, when Britain started to go out into the world and carry out modern diplomatic activities, it made clear the positioning of British diplomacy according to the historical geographical situation. Isolationism is an idea that can be pushed back and forth, and the stronger Britain becomes, the more it becomes apparent and becomes a means of trying to control the situation in Europe and the world.

Henry vii practiced peaceful diplomacy, tried to avoid being involved in European disputes and tried to improve relations with European countries. Henry vii had two sons and two daughters. His eldest son, Arthur, married princess Catherine of Spain. After Arthur died of illness, he arranged for his second son, Henry, to marry his sister-in-law, Catherine. His eldest daughter, Margaret, was married to king James iv of Scotland, and his youngest daughter, Mary, was first engaged to Charles, the eldest grandson of the holy Roman emperor, Maximilian I.

Later in Henry viii's reign, Britain became involved in military conflicts in Europe, mainly in response to the threat of European powers against Britain or the conquest of wales, Ireland and Scotland. That is to say, Henry viii's foreign wars were mainly limited to the need to consolidate the British homeland, rather than to seek the expansion of the European continent. Henry viii's Britain began to emerge as one of the great powers of Europe, but one of the greatest threats to him remained the great power of the time, France. As early as 1295, Scotland signed the Auld Alliance with France. In 1513, James iv of Scotland invaded the north of England in keeping with an "old alliance" dating back more than 200 years. On July 1, 1543, England forced Scotland to sign the Greenwich treaty in order to break this "old alliance" and strive for favorable conditions for French relations. The main purpose of the treaty was to realize Henry viii's plan to merge the two countries. According to the treaty, England made peace with Scotland, Mary I, daughter of James v of Scotland, married Edward vi of England, and their descendants would inherit the throne of the kingdom of England and the kingdom of Scotland. Mary will be accompanied by an aristocratic English family until she is ten, and will live in England until she is married to Edward. However, the Scottish parliament rejected the treaty on 11 December, and Mary I's mother strongly opposed the marriage, sending her back to her native France to be raised. This led to eight years of conflict between Britain and the Soviet union, known as Rough Wooing.

England was involved in the spanish-french war because of the marriage of Mary I, the eldest daughter of Henry viii, to king Philip ii of Spain. Therefore, Elizabeth I firmly remembered this historical lesson and only used marriage as a means to communicate relations between major countries, but did not accept the proposal of European royal family to ensure the diplomatic independence of Britain.

On July 6, 1560, the treaty of Edinburgh signed by Britain, France and the Soviet union was an important node in Elizabeth I's foreign relations. At this point, the threat of franco-soviet alliance was eliminated, and Spain replaced France as Britain's biggest enemy. Spain is Europe's maritime hegemon and colonial power, which is bound to collide head-on with Britain, which has the same needs. After the uprising of the Netherlands in 1566, Spain took a crackdown on the Netherlands, and Britain believed that once Spain controlled the Netherlands, it would directly threaten the security of Britain. To make Britain more anxious, Spain firmly supported the Catholic forces in Britain, murdered Elizabeth I and replaced her with Mary of Scotland. After Elizabeth I executed Mary, king Philip ii of Spain directly demanded the British throne. In this context, Britain began to fall out with its former Allies, most famously in the naval battle between England and Spain in 1588, when Britain finally defeated the so-called Armada and won.

Elizabethan Britain had grown into a European power. If we say that the nation state was still in the process of formation in the period of Henry viii, Britain sometimes could not completely get rid of the "diplomatic" thinking in the middle ages. By the later period of Elizabeth I, the nation state in Britain had been forged and matured. Three generations of Tudor monarchs, Henry vii, Henry viii, and Elizabeth I, accomplished the most important task of creating a nation state. Under the framework of the nation-state, the diplomatic thinking of Britain has become more and more clear, and the isolationist diplomatic thought has been developing continuously, becoming the traditional thought of British diplomacy. This isolationist thought is mainly reflected in: in European affairs, as long as it does not involve Britain's fundamental interests, it will try to stay out of the European war; To maintain the balance of power in Europe mainly through peaceful means of diplomatic mediation. We will protect overseas colonies and seek maximum economic and trade benefits in the world. During the Stuart dynasty, the British political culture changed greatly, but the isolationist diplomatic thought was still obvious. In the European wars of the 1930s, Britain basically took a wait-and-see attitude. After the thirty years' war, France under the rule of Louis xiv became the real hegemon of the European continent. The Netherlands had the monopoly power of maritime trade, and its business empire was in the ascendant, seriously threatening the maritime trade and colonial expansion of Britain. To this end, the British diplomatic efforts to avoid the European continent's edge, further promote mercantilist diplomacy, vigorously develop the naval force, for the future British empire preparation conditions. After the three anglo-dutch wars, Britain gained the control of the world's oceans and trade. The former maritime powers, such as Spain, Portugal and the Netherlands, were surpassed by Britain one by one, and Britain's status as a maritime power in the world has been determined. As a result, Britain became more concerned with overseas trade and colonial interests, and less easily involved in European disputes.

On July 9, 1686, Austria, the Netherlands, Sweden, Spain, savoy, Bavaria, Saxony and other countries established an alliance in augsburg, Germany, in order to curb the expansion of France. On September 24, 1688, the French invaded palatinate and the allied war broke out. James ii stayed out of the anti-french camp as he tried to restore Catholic and authoritarian rule in Britain in the hope of gaining the support of king Louis xiv. In 1689, the arrival of Mary, the eldest daughter of James ii, and William, the Dutch husband, into the British monarchy dragged Britain into the dutch-led anti-french alliance. Therefore, the glorious revolution prompted a change in British diplomacy: Britain began to get involved in the affairs of the European continent, and then the war of succession of Spain, the war of succession of Austria, the seven years' war, and the Napoleonic war, in which Britain was the main participant and the target was mainly France. Even so, Britain was "half-hearted" in the war. For example, in the first coalition war against France, Britain was only willing to pay money instead of sending troops. The foreign secretary glenville even said that young people leaving their jobs to fight in the war would cause the stagnation of British industry and reduce Britain's natural strength.

It should be pointed out that the above wars are different from the dynastic wars in the middle ages. From the very beginning, nation-states have turned wars into wars between countries, and countries fought for national interests through wars. Until the 20th century, European countries regarded wars as a means to pursue their own interests, and fought for territories, resources and wealth at any cost. Of course, Britain's intervention is still not for the sake of territorial interests in the European continent, which is fundamentally different from other participating countries. The purpose of Britain is still for the security of its homeland, hoping to curb the hegemony of France and promote its own commercial interests through the balance of power in Europe. On November 20, 1815, France signed the second treaty of Paris and the treaty of the alliance of four countries with the seventh anti-french alliance, ending the Napoleonic wars. Britain defeated its arch-enemy France through this war. Since Louis xiv, the great pressure on Britain caused by the French hegemony in Europe has been eliminated. From then on, Britain firmly maintained its world hegemony and stepped into the glorious days of the 19th century.

In 19th century Britain has strong inherent fragility, it must rely on external resources to support their strong, diplomatic expression comes out is not national relations as the main factors of foreign policy, but to fully protect the interests of the empire and the safety of sea lanes, trying to maintain the continent's peace at the same time, avoid involvement in the war. In this period of vulnerability, Britain tried to control the situation in Europe and even the world through isolationism.

The g4 treaty wants to restructure a new alliance with Britain to replace the "holy alliance" of Russia, Austria and Austria, which see the European revolution as a threat to the post-war order, so the big powers should be ready to crush the revolution. Britain's foreign secretary, John castlerre, argued that the victors should establish a regular mechanism of consultation to preserve peace in Europe, but that the g4 treaty was a guarantee of the implementation of the Paris peace treaty, not a document of interference in the internal affairs of other European countries. Britain's job is to co-ordinate relations between Europe's big powers to ensure peace, not to interfere in continental affairs. Known as the "father of the system of regular meetings", it was in Britain's interest to keep the peace in Europe through consultation, and it did play a role in keeping the peace in Europe, especially after France's participation. This mechanism has since found more expression in the league of nations and the United Nations.

In January 1820, colonel liangelo, an aristocratic Spanish officer, established a revolutionary government and announced the restoration of the 1812 constitution. On May 5th the cabinet released a report drawn up by Mr Castlerre. "Nothing weakens or even destroys the true function of an alliance more than trying to go beyond its concepts and principles of responsibility and obligation," the report states. "The current situation in Spain has undoubtedly contributed significantly to the political turmoil in Europe," castresto stressed in the house of Commons, but there is still much uncertainty about intervention in Spanish affairs, and "the alliance has never been a world government, or interfering in the internal affairs of other countries."

In August 1822, before he was due to take office as foreign secretary, canning laid out Britain's basic position on the Spanish question: we need not take part in the struggle on either side, but only be firm and unwavering spectators in it. All nations for themselves, and god for all. As soon as he became foreign secretary, he gave instructions to the duke of Wellington: at the verona conference on Spanish intervention, he stated publicly that "whatever happens, Britain will not be a member of the intervention". On March 31, 1848, palmerston, a leading British foreign policy hardliner, told parliament that his duty as foreign secretary was to not recklessly hold Britain to account for terrible wars. In April 1848, he wrote to queen Victoria: in the succession of great events in Europe, the policy of the British government was to wait and see, to avoid unnecessary involvement or involvement. In the house of Commons foreign affairs debate on July 20, 1866, foreign secretary Stanley g. Our policy is to observe, not to act, and not to intervene by force.

In 1868, when a new revolution broke out in Spain, Prussia gave the provisional Spanish government the mandate to make Leopold, cousin of king William of Prussia, the new king. This meant that the hohensollens would take over Spain, which was bound to provoke a fierce reaction from France. Britain saw Prussia as a counterweight to France, and a prussian-led Germany as a solid and reliable partner. Britain therefore asserted to the outside world that no great power had the right to interfere with the Spanish people's right to choose a new monarch.

要想成绩好,英国论文得写好,51due代写平台为你提供英国留学资讯,专业辅导,还为你提供专业英国essay代写,paper代写,report代写,需要找论文代写的话快来联系我们51due工作客服QQ:800020041或者Wechat:Abby0900吧。

Essay代写:Public liberal arts colleges in the United States

2019-05-21 17:18:10 | 日記
下面为大家整理一篇优秀的essay代写范文- Public liberal arts colleges in the United States,供大家参考学习,这篇论文讨论了美国的公立文理学院。美国的文理学院注重本科教育,主要是培养四年制的大学生,颁发文理科学士学位。文理学院的教学重点是培养学生具有广阔的思路,优良的表达和写作能力,并不刻意强调单一职业技能。为此不少文理学院要求所有学生都要修宗教、哲学、文学和社会学等课程。文理学院的规模一般都比较小,它们的师资队伍的主要任务是教学。

Not long ago, the Education USA office of the U.S. embassy in China held a lecture where admissions officers from Ramapo college in New Jersey introduced students and parents to their applications to the school. Ramapo college in New Jersey is an undergraduate liberal arts college. In many people's minds, American liberal arts college is an elite private school, but it is a state university.

There are quite a few Public Liberal Arts Colleges like Ramapo college in the United States, and some of them have formed an intercollegiate association, called Council of Public Liberal Arts Colleges, with 26 members, plus a Liberal Arts college in Canada.

Before we talk about public liberal arts colleges, let's talk about what liberal arts colleges are and how they differ from regular universities or community colleges. American colleges of arts and sciences focus on undergraduate education, which is mainly to train four-year college students and issue bachelor's degrees in arts and sciences. While comprehensive universities tend to have a larger proportion of postgraduates, community colleges are two-year, and students can obtain a junior college diploma or transfer to a four-year university for further study.

The college of arts and sciences focuses on cultivating students with broad thinking, excellent expression and writing skills, and does not emphasize single vocational skills. Many liberal arts colleges require all students to take courses in religion, philosophy, literature and sociology.

Liberal arts colleges tend to be small, with no more than 5,000 students, mostly between 1,000 and 2,500. The main task of their faculty is teaching, and at large universities, research results and publications are the main criteria for professors. As a result, liberal arts students receive more attention from their teachers, and the relationship between teachers and students is generally closer.

Because liberal arts colleges are smaller, most students live on campus and are mostly full-time students. Unlike colleges or community colleges, most students live off campus and there are many part-time students.

Because of this, many liberal arts colleges, especially those excellent old private liberal arts colleges, are famous for cultivating local and national elites. But they are also very expensive and not affordable for the average family. As a result, some local governments feel the need to establish public schools that are open to the public but have the characteristics of traditional liberal arts colleges. Some, such as Asheville, n.c.

Because they are funded mainly by government grants, they are less expensive than private liberal arts colleges. In-state students, in particular, pay state taxes themselves or their parents, so their tuition is cheaper than out-of-state and international students.

That's why public liberal arts colleges are retrenching at a time when governments at all levels are running short of money. As a result, public liberal arts colleges tend to have a higher proportion of students and teachers, heavier class schedules and larger class sizes than the better-off private liberal arts colleges. Even so, public liberal arts colleges are still comparable in every respect to the second tier of private liberal arts colleges.

According to the classification of institutions of higher education by the Carnegie Foundation for the Advancement of Teaching, four year institutions of higher learning in the United States can be divided into three categories if the scores of freshmen at the time of admission are counted. In selective schools, ACT scores range from 17 to 22. At highly selective schools, ACT scores were higher than 21. Elite public liberal arts college freshmen have an average ACT score of more than 24 points in both composition and Chinese, and more than 23 points in mathematics, making them highly selective schools.

For those of you who want to come to the United States for your undergraduate studies, if you have a soft spot for liberal arts colleges in the United States, you may want to consider public liberal arts colleges.

想要了解更多英国留学资讯或者需要英国代写,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essay代写、paper代写、assignment代写。在这里,51Due致力于为留学生朋友提供高效优质的留学教育辅导服务,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essay代写需求,可以咨询我们的客服QQ:800020041。

51Due网站原创范文除特殊说明外一切图文著作权归51Due所有;未经51Due官方授权谢绝任何用途转载或刊发于媒体。如发生侵犯著作权现象,51Due保留一切法律追诉权。