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"Essay on Architecture" (Primitive Hut) by Marc-Antoine Laugier
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Marc-Antoine Laugier - Wikipedia
Students#x00027; Achievement and Homework Assignment Strategies. The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students#x00027; academic performance and the differences in students#x00027; time spent on homework. Participants were a representative sample of Spanish adolescents ( N = 26,543) with a mean age of abbe on architecture, 14.4 (#x000B1;0.75), 49.7% girls. A test battery was used to healthy essay, measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Abbe! Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at famous essays school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in laugier essay on architecture student time spent on in the time butterflies, homework.
An optimum amount of homework is proposed which schools should assign to essay on architecture, maximize gains in achievement for students overall. The role of homework in academic achievement is an age-old debate (Walberg et al., 1985) that has swung between times when it was thought to be a tool for improving a country#x00027;s competitiveness and times when it was almost outlawed. So Cooper (2001) talks about the battle over homework and the debates and rows continue (Walberg et al., 1985, 1986; Barber, 1986). It is considered a complicated subject (Corno, 1996), mysterious (Trautwein and K#x000F6;ller, 2003), a chameleon (Trautwein et al., 2009b), or Janus-faced (Flunger et al., 2015). One must agree with Cooper et al. (2006) that homework is a practice full of contradictions, where positive and negative effects coincide.
As such, depending on our preferences, it is possible to find data which support the people, argument that homework benefits all students (Cooper, 1989), or that it does not matter and should be abolished (Barber, 1986). Abbe Laugier Essay! Equally, one might argue a compensatory effect as it favors students with more difficulties (Epstein and Van Voorhis, 2001), or on the contrary, that it is a source of inequality as it specifically benefits those better placed on butterflies essay, the social ladder (R#x000F8;mming, 2011). Furthermore, this issue has jumped over the school wall and entered the home, contributing to abbe essay, the polemic by becoming a common topic about which it is possible to have an famous, opinion without being well informed, something that Goldstein (1960) warned of abbe laugier, decades ago after reviewing almost 300 pieces of writing on the topic in Education Index and finding that only 6% were empirical studies. The relationship between homework time and educational outcomes has traditionally been the most researched aspect (Cooper, 1989; Cooper et al., 2006; Fan et al., 2017), although conclusions have evolved over time. The first experimental studies (Paschal et al., 1984) worked from the choosing, hypothesis that time spent on homework was a reflection of an abbe laugier essay, individual student#x00027;s commitment and diligence and as such the in the of the dede, relationship between time spent on homework and achievement should be positive. This was roughly the idea at the end of the twentieth century, when more positive effects had been found than negative (Cooper, 1989), although it was also known that the relationship was not strictly linear (Cooper and Valentine, 2001), and that its strength depended on abbe laugier on architecture, the student#x00027;s age- stronger in post-compulsory secondary education than in compulsory education and almost zero in primary education (Cooper et al., 2012). With the turn of the century, hierarchical-linear models ran counter to this idea by showing that homework was a multilevel situation and the effect of homework on outcomes depended on classroom factors (e.g., frequency or amount of assigned homework) more than on people, an individual#x00027;s attitude (Trautwein and K#x000F6;ller, 2003). Research with a multilevel approach indicated that individual variations in time spent had little effect on academic results (Farrow et al., 1999; De Jong et al., 2000; Dettmers et al., 2010; Murillo and laugier essay on architecture Mart#x000ED;nez-Garrido, 2013; Fern#x000E1;ndez-Alonso et al., 2014; N#x000FA;#x000F1;ez et al., 2014; Servicio de Evaluaci#x000F3;n Educativa del Principado de Asturias, 2016) and that when statistically significant results were found, the effect was negative (Trautwein, 2007; Trautwein et al., 2009b; Lubbers et al., 2010; Chang et al., 2014). Creative Writing Grad! The reasons for this null or negative relationship lie in the fact that those variables which are positively associated with homework time are antagonistic when predicting academic performance. For example, some students may not need to spend much time on homework because they learn quickly and have good cognitive skills and previous knowledge (Trautwein, 2007; Dettmers et al., 2010), or maybe because they are not very persistent in their work and do not finish homework tasks (Flunger et al., 2015).
Similarly, students may spend more time on homework because they have difficulties learning and concentrating, low expectations and on architecture motivation or because they need more direct help (Trautwein et al., 2006), or maybe because they put in a lot of effort and take a lot of care with their work (Flunger et al., 2015). Creative Grad Programs! Something similar happens with sociological variables such as gender: Girls spend more time on homework (Gershenson and Holt, 2015) but, compared to boys, in standardized tests they have better results in abbe reading and ragtime worse results in Science and Mathematics (OECD, 2013a). On the abbe laugier essay on architecture, other hand, thanks to multilevel studies, systematic effects on performance have been found when homework time is considered at the class or school level. Coalhouse Essay! De Jong et al. (2000) found that the number of assigned homework tasks in a year was positively and significantly related to abbe laugier essay on architecture, results in mathematics. Equally, the volume or amount of coalhouse essay, homework (mean homework time for the group) and the frequency of homework assignment have positive effects on achievement. The data suggests that when frequency and volume are considered together, the former has more impact on laugier essay on architecture, results than the in the of the butterflies essay, latter (Trautwein et al., 2002; Trautwein, 2007). In fact, it has been estimated that in classrooms where homework is always assigned there are gains in mathematics and science of 20% of a standard deviation over those classrooms which sometimes assign homework (Fern#x000E1;ndez-Alonso et al., 2015). Significant results have also been found in research which considered only abbe on architecture, homework volume at the classroom or school level. Dettmers et al. (2009) concluded that the school-level effect of homework is positive in the majority of participating countries in PISA 2003, and the OECD (2013b), with data from PISA 2012, confirms that schools in which students have more weekly homework demonstrate better results once certain school and student-background variables are discounted. Teeth Essay! To put it briefly, homework has a multilevel nature (Trautwein and K#x000F6;ller, 2003) in which the variables have different significance and effects according to the level of analysis, in this case a positive effect at class level, and a negative or null effect in most cases at the level of the individual. Furthermore, the fact that the clearest effects are seen at the classroom and school level highlights the role of abbe on architecture, homework policy in walker schools and teaching, over and above the time individual students spend on homework.
From this complex context, this current study aims to explore the abbe essay, relationships between the strategies schools use to choosing, assign homework and the consequences that has on students#x00027; academic performance and on the students#x00027; own homework strategies. Laugier On Architecture! There are two specific objectives, firstly, to systematically analyze the differential effect of time spent on homework on educational performance, both at school and individual level. We hypothesize a positive effect for homework time at school level, and a negative effect at in the butterflies essay dede the individual level. Secondly, the influence of homework quantity assigned by abbe schools on the distribution of time spent by students on homework will be investigated. This will test the previously unexplored hypothesis that an increase in essay to university the amount of laugier on architecture, homework assigned by each school will create an increase in differences, both in time spent on homework by teeth essay the students, and in academic results. Confirming this hypothesis would mean that an excessive amount of homework assigned by schools would penalize those students who for various reasons (pace of work, gaps in learning, difficulties concentrating, overexertion) need to spend more time completing their homework than their peers. In order to resolve this apparent paradox we will calculate the abbe, optimum volume of time of the butterflies, homework that schools should assign in order to benefit the largest number of students without contributing to an increase in differences, that is, without harming educational equity.
The population was defined as those students in year 8 of essay on architecture, compulsory education in teeth the academic year 2009/10 in Spain. In order to provide a representative sample, a stratified random sampling was carried out from the 19 autonomous regions in Spain. The sample was selected from each stratum according to abbe essay on architecture, a two-stage cluster design (OECD, 2009, 2011, 2014a; Ministerio de Educaci#x000F3;n, 2011). In the creative writing school programs, first stage, the primary units of the sample were the schools, which were selected with a probability proportional to the number of students in the 8th grade. The more 8th grade students in a given school, the higher the likelihood of the school being selected. In the second stage, 35 students were selected from each school through simple, systematic sampling.
A detailed, step-by-step description of the sampling procedure may be found in abbe OECD (2011). The subsequent sample numbered 29,153 students from 933 schools. Some students were excluded due to lack of information (absences on in the butterflies dede, the test day), or for having special educational needs. The baseline sample was finally made up of 26,543 students. The mean student age was 14.4 with a standard deviation of 0.75, rank of age from 13 to 16. Some 66.2% attended a state school; 49.7% were girls; 87.8% were Spanish nationals; 73.5% were in abbe laugier the school year appropriate to their age, the a thesis, remaining 26.5% were at least 1 year behind in abbe laugier on architecture terms of their age.
Test application, marking, and data recording were contracted out via public tendering, and were carried out by qualified personnel unconnected to the schools. The evaluation, was performed on two consecutive days, each day having two 50 min sessions separated by a break. At the end of the second day the students completed a context questionnaire which included questions related to homework. The evaluation was carried out in compliance with current ethical standards in Spain. Families of the students selected to participate in time of the butterflies essay the evaluation were informed about the study by the school administrations, and were able to choose whether those students would participate in essay the study or not. The performance test battery consisted of 342 items evaluating four subjects: Spanish (106 items), mathematics (73 items), science (78), and citizenship (85).
The items, completed on paper, were in healthy teeth essay various formats and were subject to binary scoring, except 21 items which were coded on abbe laugier on architecture, a polytomous scale, between 0 and 2 points (Ministerio de Educaci#x000F3;n, 2011). As a single student is not capable of answering the complete item pool in the time given, the items were distributed across various booklets following a matrix design (Fern#x000E1;ndez-Alonso and grad programs Mu#x000F1;iz, 2011). The mean Cronbach #x003B1; for the booklets ranged from 0.72 (mathematics) to 0.89 (Spanish). Student scores were calculated adjusting the bank of items to abbe laugier on architecture, Rasch#x00027;s IRT model using the a thesis advisor, ConQuest 2.0 program (Wu et al., 2007) and were expressed in a scale with mean and standard deviation of 500 and 100 points respectively. The student#x00027;s scores were divided into five categories, estimated using the on architecture, plausible values method. Programs! In large scale assessments this method is better at recovering the true population parameters (e.g., mean, standard deviation) than estimates of scores using methods of maximum likelihood or expected a-posteriori estimations (Mislevy et al., 1992; OECD, 2009; von Davier et al., 2009). A questionnaire was made up of laugier, a mix of items which allowed the calculation of the indicators used for the description of homework variables.
Daily minutes spent on homework was calculated from a multiple choice question with the choosing, following options: (a) Generally I don#x00027;t have homework; (b) 1 h or less; (c) Between 1 and 2 h; (d) Between 2 and 3 h; (e) More than 3 h. The options were recoded as follows: (a) = 0 min.; (b) = 45 min.; (c) = 90 min.; (d) = 150 min.; (e) = 210 min. Abbe Essay! According to Trautwein and famous people K#x000F6;ller (2003) the average homework time of the students in a school could be regarded as a good proxy for the amount of homework assigned by the teacher. So the mean of this variable for each school was used as an estimator of Amount or volume of homework assigned . Four variables were included to describe sociological factors about the students, three were binary: Gender (1 = female ); Nationality (1 = Spanish; 0 = other ); School type (1 = state school; 0 = private ). Essay! The fourth variable was Socioeconomic and cultural index (SECI), which is constructed with information about family qualifications and professions, along with the essay, availability of various material and cultural resources at home. It is expressed in standardized points, N(0,1) . Laugier Essay! Three variables were used to gather educational history: Appropriate School Year (1 = being in the school year appropriate to their age ; 0 = repeated a school year) . The other two adjustment variables were Academic Expectations and Motivation which were included for two reasons: they are both closely connected to creative grad programs, academic achievement (Su#x000E1;rez-#x000C1;lvarez et al., 2014). Abbe Essay On Architecture! Their position as adjustment factors is justified because, in time of the essay dede an ex-post facto descriptive design such as this, both expectations and motivation may be thought of as background variables that the student brings with them on laugier on architecture, the day of the test.
Academic expectations for finishing education was measured with a multiple-choice item where the score corresponds to the years spent in education in order to ragtime walker essay, reach that level of qualification: compulsory secondary education (10 points); further secondary education (12 points); non-university higher education (14 points); University qualification (16 points). Motivation was constructed from the answers to six four-point Likert items, where 1 means strongly disagree with the sentence and 4 means strongly agree. Students scoring highly in this variable are agreeing with statements such as #x0201C;at school I learn useful and interesting things.#x0201D; A Confirmatory Factor Analysis was performed using a Maximum Likelihood robust estimation method (MLMV) and the items fit an essentially unidimensional scale: CFI = 0.954; TLI = 0.915; SRMR = 0.037; RMSEA = 0.087 (90% CI = 0.084#x02013;0.091). As this was an official evaluation, the tests used were created by experts in the various fields, contracted by the Spanish Ministry of Education in collaboration with the regional education authorities. Firstly the laugier, descriptive statistics and Pearson correlations between the variables were calculated. Then, using the HLM 6.03 program (Raudenbush et al., 2004), two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated: a null model (without predictor variables) and a random intercept model in creative grad which adjustment variables and homework variables were introduced at the same time. Given that HLM does not return standardized coefficients, all of the variables were standardized around the general mean, which allows the interpretation of the results as classical standardized regression analysis coefficients. Levels 2 and 3 variables were constructed from means of standardized level 1 variables and were not re-standardized. Level 1 variables were introduced without centering except for four cases: study time, motivation, expectation, and abbe laugier essay socioeconomic and cultural level which were centered on the school mean to control composition effects (Xu and Wu, 2013) and estimate the effect of differences in of the homework time among the students within the same school. The range of missing variable cases was very small, between 1 and 3%. Recovery was carried out using the procedure described in Fern#x000E1;ndez-Alonso et al. Abbe Laugier Essay! (2012).
The results are presented in two ways: the tables show standardized coefficients while in the figures the data are presented in a real scale, taking advantage of the fact that a scale with a 100 point standard deviation allows the expression of the effect of the variables and the differences between groups as percentage increases in standardized points. Table 1 shows the descriptive statistics and the matrix of correlations between the study variables. As can be seen in the table, the relationship between the essays, variables turned out to be in the expected direction, with the closest correlations between the different academic performance scores and socioeconomic level, appropriate school year, and laugier student expectations. The nationality variable gave the highest asymmetry and kurtosis, which was to be expected as the majority of the sample are Spanish. Table 1. Descriptive statistics and Pearson correlation matrix between the time of the essay, variables . Table 2 shows the distribution of variance in the null model. In the four subjects taken together, 85% of the variance was found at the student level, 10% was variance between schools, and 5% variance between regions.
Although the 10% of variance between schools could seem modest, underlying that there were large differences. For example, in Spanish the abbe, 95% plausible value range for essay to university, the school means ranged between 577 and 439 points, practically 1.5 standard deviations, which shows that schools have a significant impact on student results. Table 2. Distribution of the variance in the null model . Table 3 gives the standardized coefficients of the independent variables of the four multilevel models, as well as the percentage of variance explained by each level. Table 3. Multilevel models for prediction of achievement in four subjects . The results indicated that the adjustment variables behaved satisfactorily, with enough control to laugier on architecture, analyze the net effects of the homework variables. This was backed up by two results, firstly, the famous people, two variables with highest standardized coefficients were those related to educational history: academic expectations at the time of the test, and being in the school year corresponding to age. Motivation demonstrated a smaller effect but one which was significant in all cases. Secondly, the adjustment variables explained the majority of the variance in the results. The percentages of total explained variance in Table 2 were calculated with all variables. However, if the strategy had been to introduce the adjustment variables first and then add in abbe the homework variables, the grad school programs, explanatory gain in the second model would have been about 2% in laugier essay each subject. The amount of homework turned out to be positively and significantly associated with the results in the four subjects.
In a 100 point scale of standard deviation, controlling for other variables, it was estimated that for each 10 min added to the daily volume of homework, schools would achieve between 4.1 and 4.8 points more in each subject, with the exception of mathematics where the increase would be around 2.5 points. In other words, an increase of between 15 and 29 points in the school mean is predicted for each additional hour of homework volume of the school as a whole. This school level gain, however, would only occur if the students spent exactly the creative school, same time on homework as their school mean. Essay! As the regression coefficient of student homework time is negative and the variable is centered on the level of the school, the model predicts deterioration in results for those students who spend more time than their class mean on homework, and an improvement for those who finish their homework more quickly than the mean of their classmates. Furthermore, the results demonstrated a positive association between the amount of homework assigned in a school and the differences in for applying to university time needed by the students to complete their homework. Figure 1 shows the relationship between volume of homework (expressed as mean daily minutes of homework by school) and the differences in time spent by students (expressed as the standard deviation from the mean school daily minutes).
The correlation between the variables was 0.69 and the regression gradient indicates that schools which assigned 60 min of homework per day had a standard deviation in time spent by students on homework of laugier essay, approximately 25 min, whereas in famous essays those schools assigning 120 min of homework, the standard deviation was twice as long, and was over 50 min. So schools which assigned more homework also tended to demonstrate greater differences in the time students need to spend on that homework. Figure 1. Relationship between school homework volume and laugier essay on architecture differences in for applying time needed by students to complete homework . Figure 2 shows the effect on results in mathematics of the combination of homework time, homework amount, and the variance of homework time associated with the amount of homework assigned in two types of schools: in type 1 schools the laugier essay on architecture, amount of homework assigned is 1 h, and in type 2 schools the amount of homework 2 h. A Thesis! The result in mathematics was used as a dependent variable because, as previously noted, it was the subject where the effect was smallest and as such is the most conservative prediction. With other subjects the results might be even clearer. Figure 2. Prediction of results for on architecture, quick and slow students according to school homework size . Looking at the first standard deviation of student homework time shown in creative writing grad programs the first graph, it was estimated that in abbe type 1 schools, which assign 1 h of daily homework, a quick student (one who finishes their homework before 85% of their classmates) would spend a little over half an hour (35 min), whereas the slower student, who spends more time than 85% of classmates, would need almost an hour and healthy essay a half of work each day (85 min). In type 2 schools, where the homework amount is 2 h a day, the differences increase from just over an hour (65 min for a quick student) to almost 3 h (175 min for a slow student). Figure 2 shows how the differences in performance would vary within a school between the more and lesser able students according to amount of homework assigned. Laugier Essay On Architecture! In type 1 schools, with 1 h of homework per day, the difference in achievement between quick and slow students would be around 5% of a standard deviation, while in schools assigning 2 h per day the difference would be 12%. School! On the other hand, the slow student in a type 2 school would score 6 points more than the laugier, quick student in a type 1 school.
However, to achieve this, the creative grad, slow student in a type 2 school would need to spend five times as much time on abbe essay, homework in a week (20.4 weekly hours rather than 4.1). It seems like a lot of work for such a small gain. The data in this study reaffirm the choosing a thesis advisor, multilevel nature of homework (Trautwein and K#x000F6;ller, 2003) and support this study#x00027;s first hypothesis: the amount of homework (mean daily minutes the student spends on homework) is positively associated with academic results, whereas the time students spent on homework considered individually is negatively associated with academic results. These findings are in line with previous research, which indicate that school-level variables, such as amount of homework assigned, have more explanatory power than individual variables such as time spent (De Jong et al., 2000; Dettmers et al., 2010; Scheerens et al., 2013; Fern#x000E1;ndez-Alonso et al., 2015). In this case it was found that for each additional hour of homework assigned by a school, a gain of 25% of a standard deviation is expected in on architecture all subjects except mathematics, where the gain is around 15%. On the basis of this evidence, common sense would dictate the conclusion that frequent and abundant homework assignment may be one way to improve school efficiency. However, as noted previously, the relationship between homework and achievement is paradoxical- appearances are deceptive and famous people essays first conclusions are not always confirmed. Analysis demonstrates another two complementary pieces of data which, read together, raise questions about the previous conclusion.
In the first place, time spent on homework at the individual level was found to have a negative effect on achievement, which confirms the findings of other multilevel-approach research (Trautwein, 2007; Trautwein et al., 2009b; Chang et al., 2014; Fern#x000E1;ndez-Alonso et al., 2016). Furthermore, it was found that an abbe essay, increase in assigned homework volume is famous people essays associated with an increase in the differences in time students need to on architecture, complete it. Taken together, the healthy essay, conclusion is essay that, schools with more homework tend to exhibit more variation in student achievement. These results seem to confirm our second hypothesis, as a positive covariation was found between the amount of homework in a school (the mean homework time by school) and the increase in differences within the school, both in student homework time and in the academic results themselves. The data seem to people essays, be in line with those who argue that homework is a source of inequity because it affects those less academically-advantaged students and essay students with greater limitations in their home environments (Kohn, 2006; R#x000F8;mming, 2011; OECD, 2013b). This new data has clear implications for educational action and school homework policies, especially in compulsory education. If quality compulsory education is that which offers the best results for creative, the largest number (Barber and Mourshed, 2007; Mourshed et al., 2010), then assigning an excessive volume of homework at abbe those school levels could accentuate differences, affecting students who are slower, have more gaps in in the butterflies essay dede their knowledge, or are less privileged, and can make them feel overwhelmed by essay on architecture the amount of homework assigned to them (Martinez, 2011; OECD, 2014b; Su#x000E1;rez et al., 2016). The data show that in choosing a thesis advisor a school with 60 min of abbe laugier, assigned homework, a quick student will need just 4 h a week to finish their homework, whereas a slow student will spend 10 h a week, 2.5 times longer, with the additional aggravation of scoring one twentieth of a thesis advisor, a standard deviation below their quicker classmates. And in a school assigning 120 min of homework per day, a quick student will need 7.5 h per week whereas a slow student will have to triple this time (20 h per essay, week) to achieve a result one eighth worse, that is, more time for a relatively worse result. It might be argued that the differences are not very large, as between 1 and 2 h of assigned homework, the level of inequality increases 7% on a standardized scale. But this percentage increase has been estimated after statistically, or artificially, accounting for sociological and psychological student factors and essay other variables at school and region level.
The adjustment variables influence both achievement and time spent on homework, so it is likely that in a real classroom situation the differences estimated here might be even larger. Abbe On Architecture! This is especially important in comprehensive education systems, like the Spanish (Eurydice, 2015), in which the classroom groups are extremely heterogeneous, with a variety of students in the same class in terms of ability, interest, and motivation, in which the aforementioned variables may operate more strongly. The results of choosing, this research must be interpreted bearing in mind a number of limitations. The most significant limitation in the research design is the lack of a measure of abbe essay, previous achievement, whether an ad hoc test (Murillo and Mart#x000ED;nez-Garrido, 2013) or school grades (N#x000FA;#x000F1;ez et al., 2014), which would allow adjustment of the data. Writing! In an attempt to alleviate this, our research has placed special emphasis on abbe, the construction of variables which would work to exclude academic history from the model. For Applying! The use of the repetition of abbe laugier essay, school year variable was unavoidable because Spain has one of the highest levels of repetition in choosing advisor the European Union (Eurydice, 2011) and repeating students achieve worse academic results (Ministerio de Educaci#x000F3;n, 2011). Similarly, the expectation and motivation variables were included in the group of abbe essay, adjustment factors assuming that in this research they could be considered background variables. In this way, once the background factors are discounted, the homework variables explain 2% of the total variance, which is similar to choosing a thesis advisor, estimations from other multilevel studies (De Jong et al., 2000; Trautwein, 2007; Dettmers et al., 2009; Fern#x000E1;ndez-Alonso et al., 2016). On the other hand, the laugier essay on architecture, statistical models used to analyze the data are correlational, and as such, one can only speak of an association between variables and not of directionality or causality in the analysis. As Trautwein and ragtime coalhouse walker L#x000FC;dtke (2009) noted, the word #x0201C;effect#x0201D; must be understood as #x0201C;predictive effect.#x0201D; In other words, it is possible to say that the amount of abbe, homework is connected to performance; however, it is coalhouse essay not possible to say in which direction the association runs. Another aspect to be borne in mind is that the homework time measures are generic -not segregated by subject- when it its understood that time spent and homework behavior are not consistent across all subjects (Trautwein et al., 2006; Trautwein and L#x000FC;dtke, 2007).
Nonetheless, when the dependent variable is on architecture academic results it has been found that the relationship between homework time and achievement is writing grad school programs relatively stable across all subjects (Lubbers et al., 2010; Chang et al., 2014) which leads us to believe that the results given here would have changed very little even if the homework-related variables had been separated by subject. Future lines of essay on architecture, research should be aimed toward the creation of in the time butterflies essay, comprehensive models which incorporate a holistic vision of homework. Abbe Laugier Essay On Architecture! It must be recognized that not all of the time spent on homework by a student is time well spent (Valle et al., 2015). In addition, research has demonstrated the importance of other variables related to student behavior such as rate of completion, the homework environment, organization, and task management, autonomy, parenting styles, effort, and the use of study techniques (Zimmerman and Kitsantas, 2005; Xu, 2008, 2013; Kitsantas and Zimmerman, 2009; Kitsantas et al., 2011; Ramdass and Zimmerman, 2011; Bembenutty and White, 2013; Xu and Wu, 2013; Xu et al., 2014; Ros#x000E1;rio et al., 2015a; Osorio and Gonz#x000E1;lez-C#x000E1;mara, 2016; Valle et al., 2016), as well as the role of teeth, expectation, value given to the task, and essay personality traits (Lubbers et al., 2010; Goetz et al., 2012; Pedrosa et al., 2016). For Applying! Along the laugier, same lines, research has also indicated other important variables related to teacher homework policies, such as reasons for assignment, control and feedback, assignment characteristics, and ragtime essay the adaptation of tasks to abbe essay, the students#x00027; level of learning (Trautwein et al., 2009a; Dettmers et al., 2010; Patall et al., 2010; Buijs and Admiraal, 2013; Murillo and ragtime walker Mart#x000ED;nez-Garrido, 2013; Ros#x000E1;rio et al., 2015b). All of these should be considered in a comprehensive model of homework. In short, the abbe essay, data seem to indicate that in year 8 of compulsory education, 60#x02013;70 min of grad, homework a day is a recommendation that, slightly more optimistically than Cooper#x00027;s (2001) #x0201C;10 min rule,#x0201D; gives a reasonable gain for the whole school, without exaggerating differences or harming students with greater learning difficulties or who work more slowly, and is in line with other available evidence (Fern#x000E1;ndez-Alonso et al., 2015). These results have significant implications when it comes to setting educational policy in laugier on architecture schools, sending a clear message to head teachers, teachers and those responsible for education. The results of this research show that assigning large volumes of homework increases inequality between students in pursuit of minimal gains in ragtime coalhouse achievement for those who least need it. Therefore, in terms of school efficiency, and with the aim of abbe laugier, improving equity in schools it is recommended that educational policies be established which optimize all students#x00027; achievement. This study was carried out in accordance with the recommendations of the advisor, University of Oviedo with written informed consent from all subjects.
All subjects gave written informed consent in accordance with the Declaration of Helsinki. The protocol was approved by abbe on architecture the University of Oviedo. RF and JM have designed the research; RF and JS have analyzed the healthy teeth, data; MA and JM have interpreted the data; RF, MA, and JS have drafted the paper; JM has revised it critically; all authors have provided final approval of the abbe laugier on architecture, version to be published and have ensured the accuracy and integrity of the work. This research was funded by healthy essay the Ministerio de Econom#x000ED;a y Competitividad del Gobierno de Espa#x000F1;a. References: PSI2014-56114-P, BES2012-053488. We would like to express our utmost gratitude to the Ministerio de Educaci#x000F3;n Cultura y Deporte del Gobierno de Espa#x000F1;a and to the Consejer#x000ED;a de Educaci#x000F3;n y Cultura del Gobierno del Principado de Asturias, without whose collaboration this research would not have been possible. The authors declare that the laugier essay, research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Barber, B. (1986). Homework does not belong on healthy, the agenda for educational reform. Educ.
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Keywords: homework time, equity, compulsory secondary education, hierarchical modeling, adolescents. Citation: Fern#x000E1;ndez-Alonso R, #x000C1;lvarez-D#x000ED;az M, Su#x000E1;rez-#x000C1;lvarez J and Mu#x000F1;iz J (2017) Students#x00027; Achievement and Homework Assignment Strategies. Front. Psychol . 8:286. doi: 10.3389/fpsyg.2017.00286. Received: 16 November 2016; Accepted: 14 February 2017; Published: 07 March 2017. Trude Nilsen, University of Olso, Norway. Copyright #x000A9; 2017 Fern#x000E1;ndez-Alonso, #x000C1;lvarez-D#x000ED;az, Su#x000E1;rez-#x000C1;lvarez and walker essay Mu#x000F1;iz. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).
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Essay on Architecture pub 1755 Abbe Laugier The abb Marc Antoine
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Learn more about infographic design in How to Make an Infographic , an online course with John T. Meyer of visual design firm Lemonly. About: #8220;Final project of the discipline #8216;Creativity and Innovation#8217; at Graduate Diploma in Design Management. The goal was to create an unconventional resume in an innovative platform. All the informations about the student were placed in a cardboard package as if they were texts from a product (sic).#8221; See more. Best Practices for Graphic Designers, Packaging: An essential guide for implementing effective package design solutions by Grip guides you through the time of the butterflies essay, entire packaging process from strategy and concept development, through selecting suitable materials, naming systems, considering the competition, assessing the shelf landscape and more. Personal Graphic Designer Resume and Self-Promotion. #8220;This is my resume I#8217;ve been using for the past year, showing my skills, work experience, education other information.#8221; See more. #8220;Top Secret#8221; Resume Job Application. Abbe Essay On Architecture! #8220;A combined resume and open job application formed as a humorous #8216;Top Secret#8217; report, giving away information about creative writing school a #8216;newly educated and creative designer, who have settled in the city.#8217; This is a self promotion project that were made to essay on architecture display a variety of skills as a graphic designer and get attention from local design agencies after i finished my studies.#8221; Read more. A Thesis! Self-Branding and Creative Resume Design. #8220;I took a fair amount of abbe laugier on architecture, time to design something that will represent me while I#8217;m not there! I took a lot of people, care to abbe laugier essay on architecture make it respond to my style and personality.
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9 thoughts on writing grad school “ 10 Eye-Catching Graphic Designer Resumes ” These are all great. Abbe Laugier Essay On Architecture! I like the essay, one that can be formed into a carton especially. I#8217;m always surprised at abbe on architecture, how clever people can be. Essay To University! One caveat I think these designs would work nicely for the interview, or for a smaller firm. However, I can#8217;t imagine that any of these crafty designs would get past an ATS (Applicant Tracking System. All these resumes are truly impressive but let#8217;s face it, they aren#8217;t really functional unless for the candidates who are willing to get hired as art directors or packaging designers maybe. But for the rest of us, we obviously need more subtle design while still being creative. Here are some great examples of CV#8217;s that are not #8220;too much#8221; but will still get you noticed: Creative Resumes.
I particularly like the 7th on the list. I would have to abbe essay agree with James Rich, all these resumes look great but they are hardly usable for most of us. With that said, a professional resume doesn#8217;t have to be boring. Have a look at these Fancy CV templates. There are some brilliant ideas out there! We would like to share with our Free resume. Everything is people carefully layered, so it#8217;s super easy to edit and abbe laugier essay on architecture use. https://www.behance.net/gallery/28935295/FREE-Resume-Template.
Check out this resume pack I found too! Its like a crossover between something really creative and essay for applying to university something sort of traditional.. Laugier! So easy to use also.. Famous People! Have a look here: https://creativemarket.com/3Angle/605445-The-Complete-Resume-Collection. You would want to have a look at abbe laugier on architecture, http://www.cvdesigner.in to famous get some awesome resumes made. They are nice but#8230;I did a those type of things in abbe laugier essay, the late 80#8217;s early 90#8217;s, even did one that I used the ADWEEK magazine cover but it said ADD me this WEEK designed like their logo. Todays designs should incorporate more and with new technologies, be more innovative, incorporating those elements. I try #8220;Lenka Kubisova#8221; did it#8217;s simple but so much clean and essay for applying to university professional. I#8217;m STUNNED at the level of abbe, personal information that is of the essay dede shared#8230; Photos, Height, Dress preferences, Marital status#8230;. You NEVER NEVER put that on a resume.
It#8217;s illegal for essay on architecture an employer to ask for a photo (and all the other personal information) in people, connection with a job application so why would you include it? It might make the HR department very uncomfortable. Essay On Architecture! You must be logged in to post a comment. Handlettering Experiments – Textures. Teeth! Want to get your hands dirty exploring some analogue letter-making techniques? This course is for you. 5 video presentations for one great price – a MyDesignShop exclusive! HOW's Summer 2017 Creativity Issue is laugier essay here!
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40 Useful Words and laugier essay Phrases for Top-Notch Essays. The secret to of the butterflies dede, a successful essay doesn’t just lie in the clever things you talk about and abbe the way you structure your points. To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered. Teeth Essay? Developing the abbe essay language skills to build an argument and to essay to university, write persuasively is crucial if you’re to write outstanding essays every time. In this article, we’re going to laugier on architecture, equip you with the words and essay phrases you need to abbe, write a top-notch essay, along with examples of how to time butterflies, utilise them.
It’s by no means an exhaustive list, and essay on architecture there will often be other ways of using the ragtime walker essay words and phrases we describe that we won’t have room to on architecture, include, but there should be more than enough below to essay for applying to university, help you make an instant improvement to your essay-writing skills – whether you’re a native English speaker or taking your first steps into abbe, writing essays in ragtime, English. Let’s start by looking at language for general explanations of complex points. Usage : “In order to” can be used to introduce an explanation for abbe the purpose of an argument. Example : “In order to understand X, we need first to understand Y.” Usage : Use “in other words” when you want to essay to university, express something in a different way (more simply), to abbe laugier on architecture, make it easier to understand, or to emphasise or expand on a point. Example : “Frogs are amphibians. In other words, they live on the land and in the water.” Usage : This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an of the essay dede, alternative way of abbe wording a problem may help the ragtime reader achieve a better understanding of its significance.
Example : “Plants rely on photosynthesis. To put it another way, they will die without the sun.” Usage : “That is” and “that is to essay, say” can be used to add further detail to ragtime coalhouse walker essay, your explanation, or to on architecture, be more precise. Example : “Whales are mammals. That is to coalhouse walker, say, they must breathe air.”
Usage : Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example : “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.” Adding additional information to support a point. Students often make the mistake of abbe laugier using synonyms of “and” each time they want to creative grad school programs, add further information in support of a point they’re making, or to build an on architecture, argument. Here are some cleverer ways of doing this.
Usage : Employ “moreover” at the start of teeth a sentence to add extra information in support of abbe a point you’re making. Example : “Moreover, the results of a recent piece of research provide compelling evidence in support of…” Usage :This is also generally used at the start of a sentence, to essay for applying, add extra information. Example : “Furthermore, there is evidence to suggest that…” Usage : This is laugier, used in the same way as “moreover” and “furthermore”.
Example : “What’s more, this isn’t the in the of the butterflies dede only evidence that supports this hypothesis.” Usage : Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example : “Scholar A believes X. Likewise, Scholar B argues compellingly in laugier, favour of this point of view.” Usage : Use “similarly” in advisor, the same way as “likewise”. Example : “Audiences at abbe essay on architecture, the time reacted with shock to ragtime, Beethoven’s new work, because it was very different to what they were used to. Abbe? Similarly, we have a tendency to react with surprise to the unfamiliar.” Usage : Use the phrase “another key point to advisor, remember” or “another key fact to remember” to laugier on architecture, introduce additional facts without using the word “also”. Example : “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Healthy Essay? Another key point to abbe on architecture, remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.” Usage : Use “as well as” instead of “also” or “and”.
Example : “Scholar A argued that this was due to X, as well as Y.” Usage : This wording is used to essay, add an extra piece of abbe laugier essay information, often something that’s in some way more surprising or unexpected than the first piece of information. Example : “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.” Usage : Used when considering two or more arguments at a time. Example : “Coupled with the literary evidence, the statistics paint a compelling view of…” Usage : This can be used to writing programs, structure an abbe on architecture, argument, presenting facts clearly one after the other. Example : “There are many points in choosing a thesis, support of this view. Firstly, X. Laugier On Architecture? Secondly, Y. And thirdly, Z. 16. Not to mention/to say nothing of. Usage : “Not to choosing a thesis advisor, mention” and “to say nothing of” can be used to add extra information with a bit of emphasis.
Example : “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.” Words and on architecture phrases for to university demonstrating contrast. When you’re developing an argument, you will often need to abbe essay, present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the a thesis advisor “but” in these examples, to make your writing sound more intelligent and laugier interesting. Usage : Use “however” to introduce a point that disagrees with what you’ve just said. Example : “Scholar A thinks this. Choosing Advisor? However, Scholar B reached a different conclusion.” Usage : Usage of abbe laugier essay this phrase includes introducing a contrasting interpretation of the same piece of in the of the dede evidence, a different piece of abbe laugier essay evidence that suggests something else, or an choosing advisor, opposing opinion. Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of laugier essay what happened that day.” Usage : Used in a similar manner to “on the other hand” or “but”.
Example : “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.” Usage : Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example : “Scholar A’s opinion, then, is in the time butterflies essay, based on insufficient evidence. Laugier? By contrast, Scholar B’s opinion seems more plausible.” Usage : Use this to cast doubt on an assertion. Example : “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.” Usage : This is used in the same way as “then again”. Example : “The evidence ostensibly appears to point to this conclusion.
That said, much of the evidence is unreliable at best.” Usage : Use this when you want to introduce a contrasting idea. Example : “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.” Adding a proviso or acknowledging reservations. Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of famous essays doing so. Usage : Use “despite this” or “in spite of this” when you want to abbe, outline a point that stands regardless of writing grad programs a shortfalling in the evidence. Example : “The sample size was small, but the abbe laugier on architecture results were important despite this.” Usage : Use this when you want your reader to consider a point in people essays, the knowledge of something else.
Example : “We’ve seen that the methods used in laugier, the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the ragtime coalhouse essay results compare.” Usage : This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing. Example : “We may use this as evidence to essay on architecture, support our argument, provided that we bear in mind the creative writing grad programs limitations of the methods used to essay on architecture, obtain it.” Usage : These phrases are used when something has shed light on something else. Example : “In light of the evidence from the 2013 study, we have a better understanding of…” Usage : This is choosing a thesis, similar to “despite this”. Example : “The study had its limitations, but it was nonetheless groundbreaking for its day.” Usage : This is the same as “nonetheless”. Example : “The study was flawed, but it was important nevertheless.”
Usage : This is laugier on architecture, another way of grad school programs saying “nonetheless”. Example : “Notwithstanding the abbe on architecture limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.” Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing. Example : “Some birds migrate to avoid harsher winter climates. In The Of The Essay Dede? Swallows, for instance, leave the UK in early winter and fly south…” Example : “To give an illustration of what I mean, let’s look at on architecture, the case of…”
When you want to demonstrate that a point is writing, particularly important, there are several ways of abbe laugier highlighting it as such. Usage : Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example : “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.” Usage : This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of people using it). Example : “Actual figures are notably absent from Scholar A’s analysis.” Usage : Use “importantly” interchangeably with “significantly”. Example : “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.” You’ve almost made it to the end of the laugier essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion.
Here are some words and phrases to help you. Usage : Typically used to introduce the teeth concluding paragraph or sentence of an abbe laugier essay on architecture, essay, summarising what you’ve discussed in a broad overview. Example : “In conclusion, the evidence points almost exclusively to Argument A.” Usage : Used to signify what you believe to be the most significant point, and the main takeaway from the essay. Example : “Above all, it seems pertinent to remember that…” Usage : This is ragtime walker essay, a useful word to laugier essay, use when summarising which argument you find most convincing. Example : “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to essay to university, be the most persuasive argument for abbe on architecture her actions following Mozart’s death.” Usage : Use in the same way as “persuasive” above. Example : “The most compelling argument is healthy teeth essay, presented by Scholar A.”
Usage : This means “taking everything into account”. Example : “All things considered, it seems reasonable to assume that…” How many of these words and phrases will you get into abbe essay on architecture, your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below! 221 Responses to “40 Useful Words and Phrases for Top-Notch Essays” January 09, 2015 at 8:47 am, Jimmy Tan said: January 23, 2016 at 1:13 am, AN INDIAN said: It is very useful for junior as well as to senior.It is a thesis advisor, awesome……………… thanks for this.
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For example, ‘As a Romantic, Blake was a proponent of essay a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.” You link these facts incorrectly – they are not a series of points that are additive. They are causally related, i.e. one is a consequence of the other. I believe this is better, both logically and stylistically: ‘Romantic writers, including Blake, decried the negative impact of the abbe laugier on architecture Industrial Revolution on, amongst other things, society’s connectedness with the for applying natural world. Consequently he foregrounded the importance of improving the relationship between humankind and nature.’ You also lace your examples with contractions and these have no place in academic writing. September 19, 2016 at abbe essay on architecture, 11:18 am, Helena said: March 23, 2017 at 5:33 pm, Dr.
Jim Loving said: You are correct. I have taught writing for 40-plus years, and I find many of these suggestions wordy and unnecessary. For instance, “In order to” can simply to famous essays, be “To.” June 02, 2015 at 1:48 am, phertauwete said:
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October 04, 2015 at 4:47 pm, Joanna said: This is helpful! Thanks for sharing! October 06, 2015 at 10:59 pm, Joe said: Thanks for the list. I think it would also be helpful to include a list of words to help express the thoughts of the writers being referenced in the essay, for abbe essay example, “Jacob states that teachers need to consider the learning abilities of all students” or “Williams asserts that reading English texts more often can increase the writing skills of ESL learners”. It sometimes becomes boring to keep saying, “so-and-so states that…” October 12, 2015 at 9:07 am, faiz said: This was useful for me.
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October 19, 2015 at 10:49 am, steven O'Donnell said: I would have also included “in fact” October 19, 2015 at laugier essay on architecture, 9:42 pm, Tom Howell said: *Gasp* As someone who has studied and takes a modicum of choosing a thesis interest in the English language, and having spent a lifetime writing scientific essays, all I can say is this list of abbe laugier cliches will not aid you in your academic pursuits. This is to university, a categorical list of English don’ts that will undoubtedly be highlight with a sigh, and a comment something along the abbe laugier lines of “Please, no more” – paraphrased of course. Some of these are inescapable and in the of the butterflies essay are useful tools, but please use in moderation. Abbe? If you truly wish to healthy teeth essay, improve your writing, consider the use of language in literature you may study as part of abbe laugier your academic endeavours – be it english or technical based.
What makes a writing style worthy of note, and what makes it tedious and ragtime coalhouse monotonous? The use of abbe structure, engaging writing styles, and even metaphors can be true keys to essay success. December 07, 2015 at 8:24 am, Jeff B. Of The Butterflies Essay Dede? said: Tom, I must agree. Laugier On Architecture? In my English class such cliches as listed here would be highlighted and time returned to the student with an admonition to “please use your own words,” or something to that effect. As I like to joke, “Cliches should be avoided like the plague.” October 20, 2015 at 8:22 pm, yoursif said: October 22, 2015 at 5:00 pm, nur amira said: thanks it was indeed helpful.
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November 26, 2015 at 5:29 pm, courage said: thanks very much.very useful we look forward for other posts. November 29, 2015 at 1:13 am, Joey said: I don’t really feel comfortable using firstly, secondly, thirdly to introduce new points… does anyone else feel the same? December 07, 2015 at 7:58 am, Jeff B. said: While some of the suggestions in this article are valuable, I am going to have to abbe essay, agree with Tom Howell about the use of cliches. Ragtime Coalhouse Walker? Many of the abbe on architecture phrases suggested (e.g. “To put it another way” and “Another key thing to remember”) are cliches, and should be avoided in original writing. Another note: this article recommends the use of “In conclusion” to introduce the conclusion. My suggestion is to avoid it, and healthy teeth essay I am not the abbe only one who feels this way. Creative Writing Grad School? To quote the essay on architecture Writing Center at ragtime walker essay, Harvard University: summary,’ and ‘to sum up.’ These phrases can be. useful–even welcome–in oral presentations. But.
readers can see, by the tell-tale compression of the. pages, when an essay is essay, about to end. You’ll irritate. your audience if you belabor the obvious.” If your readers cannot figure out for applying to university that from reading your text that you are presenting your conclusion, then your conclusion has more problems than simply the introduction to it. December 07, 2015 at 8:03 am, Jeff B. said: Note: In my comment above, I should have specified “for college-level writing… and above.” Further, I will say that sometimes, indeed, “In conclusion” can be a useful phrase, but in many if not most cases it should be avoided.
December 07, 2015 at 10:43 am, Jeff B. said: * Assuming, of course, that my “comment above” is actually posted after it undergoes “moderation.” Otherwise my note makes no sense… December 07, 2015 at laugier essay, 8:25 pm, pavla said: put (or set) the record straight. December 09, 2015 at for applying to university, 12:42 pm, Ahsan said: Really great info. I will use these words in content of my site in order to get best rankings. December 09, 2015 at abbe on architecture, 8:48 pm, khalid Benameur said: really these are benificial words to use and Iam going to use them. December 10, 2015 at 1:51 pm, cp8 said: This is easily the go-to site when I write essays. Thank you! August 05, 2017 at teeth essay, 10:48 pm, abdo raheem said:
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